What groups of professionals do you primarily work with? In my role as the Director of Student Services, I work with the Student Support Teams, Speech and Language Therapists, Counselors, Diagnosticians and Psychologists. Additionally, I handle admissions and the Boarding School Fair. In my role as a school principal, I work with my leadership team, the teachers, support staff, parents and students.

What does a transition plan look like to you? Listen and learn. I like to meet with as many stakeholder groups as I can to learn about culture and the great things that have already been achieved. I find that this allows me to understand history and determine if change is needed and what order that change might be in (first or second order change). In some cases I am able to identify possible gaps or areas that could be reviewed for improvement. Additionally, I seek to clarify what the Board sees as primary goals that need to be completed. Clarity on what I will be evaluated on is also important to a successful transition.

What effect have you had on student learning? As a school principal I have always had the ability to connect with my students. I have always been an advocate for children and have strived to ensure that every student has a fair shot of finding success in school. I have challenged teachers to examine their practice to ensure that every student can learn, and supported them in doing so. I have introduced the use of data in a way that helps the school look at gaps and ensure that we are meeting the needs of students while balancing the need to plan and teach. I have always been a huge supporter of Student Services, encouraging and promoting access to these support professionals.

What is your greatest professional learning challenge day to day? Managing change is one of the most difficult things that we do on a daily basis. Yet managing change is the only way that we can improve our practice. Getting it right takes incredible skill and looks different every time.

What are your primary long-term challenges? Establishing a shared vision and communication of that vision are always a challenge, along with the implementation of a sustained vision. Then, of course the transference of the vision into practice becomes a challenge. Another long term challenge is that of recruiting, hiring, developing and retaining a dedicated staff. The teaching staff has the largest impact on our students and is the key to sustained success.  

What have been some of the leadership challenges that you have faced? I think that any time you have a vision or idea that is not necessarily shared by all, you are going to face challenges. Additionally, in the field of education you are always challenged by something new and difficult. As we are in the people business and handling such precious and emotional cargo, we need to ensure that we are empathetic, fair and just when helping our children and our families. While there are policies, the enforcement of those policies can be done in an empathetic and kind manner. The last challenge that we face on a regular basis is that we simply can’t please everyone.

What is your take on differentiation in education? We are in the business of teaching students and it is my belief that all children can learn. Through constant feedback teachers can ensure that students are learning and develop pathways for learning. Each and every teacher is empowered to make a difference in the lives of children and how we treat each child is sometimes more powerful than the technical support that teachers offer. The teacher is the key piece in knowing each child and meeting their needs in the classroom. It is important to look at each case individually from the student’s perspective. Sometimes there is a misalignment in student fit to a prescribed curriculum. This is why it is essential to have a clear and coherent curriculum that can be communicated to all. This ties into the importance of having clear admissions criteria identifying who the school can and cannot enrol. To enrol a student is to commit to them and their family to do everything in our powers to help them find success at our schools. 

How do you identify school priorities? School priorities should be driven by the mission and vision statement and student centered. Through the use of data, the accreditation process and through communication with stakeholder groups you can begin to identify areas that need to be school priorities. Essentially you are looking for gaps between what you say you do and what you do. You are looking for areas that better align practice with the Mission and Vision. However, it is important to prioritize and to go slowly ensuring that you also find success!

Working relationship with a Board? Whether you are working with the School Board or the School Superintendent, you serve at their pleasure. It is important to understand this role and the expectation that they will place upon you before accepting the job. It is important that you are prepared to accept a good fit rather than a job. Communication, transparency and the use of data are important in fostering and developing a positive relationship.

What should graduates know and be able to do? In this ever increasingly complex, and confusing world, graduates should first develop a moral compass that will guide their future actions. To be contributing citizens of a global society begins with understanding right and wrong, that actions have consequences and that developing  compassion and empathy are foundational. Secondly, our students need to be able to persevere, have grit and be willing to make mistakes and learn from them. Thirdly, our students need to be able to think critically and creatively in all areas of our curriculum and be able to communicate their ideas and passions using a variety of social mediums.

How to build public support? Having a clear and communicated vision followed by a passion in support of that vision helps build public support. Staying on point at every opportunity and going for the small wins helps build an understanding that you are on the right path, making progress toward the vision. Being transparent and communicating whenever possible also helps stakeholder groups build confidence in what you are doing. Of course, the vision is developed using strategies that have helped you understand what is needed (data, feedback, input from the Board etc.) so you should really not be in a position that would place you in conflict with the expectations of the school community.

What kind of schools does the community want/deserve? Every school community deserves a school that is going to meet the needs of their children. A school that is honest in its Mission and that will provide a safe nurturing environment that enables children to grow up to be empathetic, caring individuals prepared to take on the challenges of the world.

How do schools improve? Schools improve by allowing themselves the luxury of examining what they do with a critical eye. Schools improve the same way that students and adults do; they try new things, they learn from those experiences and then they improve upon them.

How do systems improve? Systems improve when you identify a clear reason to have them in place and you communicate the need and purpose to all stakeholder groups.  Additionally, a systematic look at what is in place, what works and what can be improved needs to take place. System failure usually stems from a lack of communication and a failure to understand the need for systems.

How do you develop leadership? You develop leadership by modeling it. Leadership starts at the top. I have always felt that you cannot expect leadership from others if it is not modeled by you. Following that, you empower employees to make decisions based on feedback in conjunction with the Mission and Values of the school. Depending on the size of the school, leadership teams can be established to build a larger capacity for change. I have always believed that I/we school administrators have a responsibility to further mentor and train leaders for our schools or their next posting. It’s how I became a leader and feel that I need to give back in this area.

Who makes what decision? Decisions need to be made by the people who are going to be held accountable for those decisions. Arriving at decisions needs feedback from stakeholder groups and those that will ultimately support the decision made.

How do you provide great support services? Clear expectations and a development of our role in support services; which is to support our clientele. If we are talking about student services, great support looks like a multi-pronged approach with teacher support being offered as well as outside support based on a clear plan (learning plan/IEP) developed to address targeted needs of the students, goals and celebration points. Student support services are proactive and responsive to the direct needs of students. I also believe strongly that the school needs to know what learning challenges it can support and be transparent about that in the admissions process. There is an ethical threshold in private schools that is crossed when you admit students whose needs exceed the support that can be provided. 

Who helps you drive your agenda? If done right, it is a shared agenda. The agenda supports the Vision and Mission of the school. As I have shared earlier it is the transparent communication and staying focused that keeps the shared agenda in the spotlight.

What is your ideal role in a school? I have served as school principal for over twelve years and it is a role I enjoyed immensely and celebrated many successes. I have served as an Associate Director for a year and a half and as a Director of Student Services in a large school district with over 4000 students. I am looking to serve in a leadership capacity where my skill set is a good fit for the school.

What have you learned from mistakes in your leadership jobs? If you aren’t making mistakes, you are not pushing yourself or trying hard enough. If you are making mistakes and not learning from them, you need to get out of the business. Mostly what I have learned from my mistakes is that there is no substitute for maturity and experience. I learn something new each and every day. Listening and reflecting are huge lessons that I have learned on the job. I have also learned on the job as a leader that planning and timing are important factors in successful leadership and that each leadership opportunity is slightly different from the next one.

What challenges are you looking for in your next posting? I do not like to look for challenges, however I am hoping that my next school setting and position will be a good match between what I have to offer and what the school needs in a leader for what I have to offer the school. I feel like one of my strengths as a school leader is taking a deep dive into a school and assessing what is needed to move it forward. This is done by questioning/engaging stakeholder groups, looking at the student data available and most importantly, reviewing the strategic plan and accreditation information to design plans to close any gaps.

Describe a typical work week. For me, my typical work week begins on Friday. Towards the end of the day, as I reflect on what went well during the week, what goals were pushed back or not accomplished, I begin to rearrange and plan for the next week. I look ahead and clear my mind and once I am planned and ready for the next week, I can focus on something else over the weekend, readying myself mentally for the week ahead. During the week, I come into the office early and go through as many emails as I can and ready for the day. As soon as teachers report to work, I try to be visible and answer any questions face to face that have been raised in emails or arisen during the day. I am then out and about meeting and greeting children and parents. Then after the school has settled into the day, I am working through my lists of goals andobjectives that need to be completed. I communicate with my secretary and hold the meetings that need to be held. Throughout the week I frequently have regularly scheduled meetings with my SST and School Counselor. In my current role, I also meet on a regular basis with the District School Nurse and the District Curriculum and Instruction Team. These standing meetings are important to ensure communication and a common front from the Central Office Team.  In the principal role, I would meet on a regular basis with my assistant principal with the aim of transparent communication with hopes that they will one day be in my role.  

What is your experience with and primary philosophy on school budgeting? The number one thing to understand is budgeting boils down to two basic concepts: operating costs and income. I have always tried to work as closely as I can within the Zero Based budgeting model. We want to plan for and support the needs of the school. Budgeting and spending for what you need versus what you want are two different things. Spending, like all aspects of school management should revolve around and firmly support the mission, vision and I will add the strategic plans of the school.

What is your belief about curriculum development? I want to talk about three very different but related aspects in regards to curriculum development. One, I think there needs to be a regular cycle that has been developed to ensure that all areas of the curriculum are afforded a formal review on a regular basis. This review should allow for a deep dive into the gaps and strengths or the current adopted materials that support the implementation of the established curriculum. At this point, a look at what the gathered evidence shows us about successfully meeting our target goals or standards for the subject area helping us understand what targeted areas of the content area need to be best addressed.  

The second element of the curriculum is tied directly to a teaching learning cycle. Perhaps one that goes something like this: assess prior knowledge, adapt teaching, teach, students demonstrate knowledge, identify gaps, teach, students demonstrate knowledge. So the teacher is constantly keeping their eye on what they need to teach, what the students know, how the students will be assessed with the purpose of informing the teacher what to teach next, and then a multiple path way for demonstrating mastery of the content.

The third component of curriculum, I believe, is tied to a multi-tiered system of support (MTSS). This involves groups of teachers working together, looking at data, using data to direct targeted interventions within the classroom. This, to me, is the pinnacle of good curriculum implementation. When teachers work together to discuss the needs of students, collaborating on strategies to ensure all students have access to the curriculum is an essential element of curriculum.

What are your career goals and how have your experiences guided you to this understanding? Many years ago, early in my career I wanted to be head of school. I worked hard to serve on as many leadership and school committees as possible. I worked in many capacities in school in order to get a broad understanding of education from many different perspectives. As a school administrator, there is no doubt that these experiences have guided me to be the best school administrator that I can be. Career wise, I am happy to serve in many leadership roles within a school. I am a lifelong learner and feel that I can adapt to what might be needed in a school. I have served as principal of early childhood, elementary school, and middle school. I have also served as an associate director and as a director of students services. My career aspirations are to be in a position where I can move a school forward focusing on the students and adults.

On an especially tough day, what motivates you to succeed as a school leader? That is pretty simple. On any tough day, I go for a walk and visit classrooms or spend time in the playground with the students. Another real energizer for me is to step into the music room. For me it's really about regrounding myself in why I got into the business in the first place. The children. This seems to neutralize the stress that sometimes comes with the job.

What credentials do you have to do your work in education?  I maintain three distinct certifications; a teaching license that covers pre-kindergarten through grade eight, a school administrator credential to be a school principal, and a superintendent’s credential all through the state of New Hampshire. I need to maintain and renew these every three years. I think it is good to maintain credentials as it keeps you current in the profession and holds you to a professional standard.

How do you respond to feedback? I am one of those individuals who thrives on feedback. I am reflective. When I disagree strongly with feedback, I ask myself, “How might I be wrong.” Being a huge user of feedback, I am able to model a safe environment and encourage self reflection as a huge and significant part of professional development.

Would you consider yourself a creative person? Yes, I am extremely creative. I like to build upon past experiences, seek input and collaboration to develop both on a personal level but also in a professional setting. Outside of the “school management” world, I am also very creative in that I am musically inclined, enjoy writing books and music, and dabble in Sketchnotes. More importantly, I model creativity in my workplace which includes taking risks, learning, reflecting and rebuilding when necessary. 

How would you describe your personality? A more important question might be how would others describe my personality. I hope they would share that I am thoughtful, supportive, trustworthy and maybe passionate about education. I hope people would see me as sincere with a good sense of humor. These are personality attributes that I value and would want my actions to reflect.

Setting educational standards is incredibly important. How do you ensure that your standards are set, clearly communicated, and met? It is a good question. You want to have set standards that are established in each content area. You want to engage in professional conversations with your teachers ensuring that they are knowledgeable about teaching to the standards and identifying gaps and teaching with the intent of closing those gaps. Now setting a professionally high standard of teaching comes from engaging teachers as professionals, looking at data and making it crystal clear that the decisions that we make are in the best interests of children. We put children in the room, metaphorically, and this helps us raise the standards that we strive for. I treat teachers professionally and expect nothing less than the highest standard. I find that this helps increase our standards and the winners are… our children.

As a school leader you can be under a fair amount of stress. How do you successfully handle stress? Well, as I shared earlier, the children always seem to ground me. In terms of “work life balance,” I enjoy my weekends and try to fill them with energizing activities like playing guitar, sailing, camping and spending time with my family and our two dogs.

Talk to me about the various ways that you evaluate student success and achievement. This is at the heart of what we do. We need to assess our students in order to meet their needs. We need to look at data collectively and channel the wisdom in the room to forge new paths in education. We need to use data professionally to help us target intervention and drive instruction. There are several key components or perhaps elements of assessment. There is the daily assessment that is ongoing in the classroom, there are pre and post test that help guide the development of a challenging curriculum, and then there are the more formal assessments that help guide program development. The other challenging assessment piece of the pie is that of standardized assessment that will be normed to a group of students similar to our own. This larger assessment tool can be controversial but the reality is that quite often the governance body and chief stakeholder groups want broad based data on how our students compare to others.

What has been your biggest career related achievement to date? I know you are asking for one but I think that I have two equally important huge career achievements that I am particularly  proud of. The first is moving a district of six schools towards a greater understanding of MTSS. This was a huge accomplishment that included mapping out a three year strategic plan, and ensuring that a solid transition plan was in place for my departure. What makes this accomplishment satisfying to me is that it included technical, complex and mindset changes that have had a direct impact on 4000 students. The second achievement that I am still heavily involved in is that of Child Protection. I was charged with developing a system and implementing that system across seven schools. This work involved a tremendous personal growth in the area of Child Protection and a strategic planning for rolling out and implementing a plan that ranged from the development of policy to the work with over 150 school janitors and working with over 400 educators.. The impact that raising awareness and developing clear reporting protocols can have on children is amazing. To say that one played a significant part in the protection of children is humbling. I apologize for offering two accomplishments but when I think of these two, I  believe that they had a huge transformational impact on me as a person and I will definitely carry forward my learnings from this.

How do you go above and beyond your general requirements as a school leader? As a school leader, it is my belief that I have a responsibility to grow other leaders. I do this through a transparent leadership style that is open and encouraging. As a school leader, and to channel some of my creative juices, I like to get involved in the arts programs at school. That might include supporting a school musical, drama or arts show. I have always coached a sport at every one of my administrative positions or lead an afterschool activity. I do this to better connect with students and model this need to teachers. As a school administrator serving a majority of the time in international schools, there is often a weekend where you are supporting staff and families in your community. I have never been one of those school leaders that turns everything off at 4:00 or on the weekends. I serve the community that I work for.

Tell me about the last book you've read for professional development purposes. What did you learn? The New School Rules by Kim and Gonzales-Black. This is a great book that does an excellent job in synthesizing good practice in schools. The book boils it down to six key principles that successful schools should have in place. A focus on the institution as a learning organization, transparency, a focus on shared decision making and collaboration, strategic planning, establishing clear work job responsibilities and trust and relationship building. This is an excellent book to help school leaders make sure that we are focusing our energies in the right places. Another great, fun book to compliment this one is Lead Like a Pirate by Burgess and Houf. To lead a band of pirates you need to work with the pirates under your care, supporting each pirate in their roles. You seek hidden treasure and share the profits equally among all. 

Are there any work related situations or tasks that make you uncomfortable? Sure. There are a lot. Having hard conversations is never easy, it takes a lot of energy, courage, planning and relationship building in order for the conversation to have the best possible outcome. I used to run from uncomfortable situations which I learned just adds to an unhealthy stress. Now I try to address uncomfortable situations head on with a different approach which is focused on listening. This approach has helped tremendously. Maybe taking some of the pressure of solving everyone’s problems off my plate has also helped. 

Tell me what led you to choose a career as an educational leader? I think that I have always been drawn to the world of education. For as long as I can remember I have gravitated towards teaching. There is no coincidence that my parents and sister are all career educators as well. So I guess it has always been in my genes. The leap to administration from teaching was really an extension of the desire to teach and learn. After serving in a wide array of teaching experiences and understanding the big picture of how complex a school system is, I was ready to help lead schools into more cohesive, collaborative, creative innovative spaces for teaching and learning. 

How important is it for school leaders to have a strong relationship with the School Board's leadership team? I think that the school board serves as the foundation of supporting the development of the school’s strategic plan. The school board serves the major stakeholders of the school, they can help a school move forward. A positive relationship between school leaders and the Board is essential for moving  the school forward. I do know that like any relationship it takes work to build trust but it can be done through a transparent leadership style.

What is your personal secret to a successful career educational leader? Secret number one: listen. If you do not listen to the people who are hiring you, you will struggle to find success. If you do not listen to the staff that you serve, you will struggle. If you do not listen to what the school's student data tells you, you will struggle. So, if I could share one huge secret to aspiring school leaders it would be to put your bias and agenda to the side and create an abundance of space for listening. Secret number two would be to learn as much as you can about Design Thinking. I think applying design thinking to everyday practice is transformational. The process of design thinking begins with empathy: understanding the needs are of the end user. The process then takes you through a journey of ideation, prototyping and testing until you get it right.

To be a successful school leader, you will have to deal with a wide range of personalities. Can you handle this? I think that thirty years of experience in the ultimate people centered job (education business) have helped. I do learn something new every day and just when you think you have seen it all, something new comes along. I guess this is what makes it interesting. I understand that all behavior has a purpose and underlying cause. My role is to try and understand this underlying drive and work with people not in advisary with them.

Tell me about a professional goal you have set and achieved. What personal qualities and characteristics helped you achieve that goal? I am constantly trying to evolve as a school leader. I think my work with the Developmental Edge is evidence of this. Developmental Edge is a system of behaviors designed to help us meet the increasingly higher demands of complex work (designed by Robert Keagen). Understanding that there is merit to growing as an adult, to be willing to ask for feedback, listen to feedback and act upon feedback has guided me well over the last few years. Goal setting for me begins with honest feedback. If you don't ask, your peers won't tell you. Setting goals and being transparent with those goals and most importantly seeking help to develop in those goal areas from your peers is crucial in helping you achieve them. In a culture of development feedback you can achieve this.

In what area do you feel you need the most professional development? What are you willing to do to strengthen yourself in that area? I can always get better at listening and giving feedback. This is a transformational goal in which I need to seek support and help with. A technical goal is the ongoing need to better understand data that we receive from our students and how that informs our teaching practice. I would seek the literature and targeted professional development to improve this technical skill.

This interview was a self reflected growth opportunity created by Ian D. Russell