Three Questions: Our Conversations with Educational Leaders
This month, we’re pleased to feature the Boston-based Cynthia Paris, WOCEC executive coach. Cynthia is a seasoned transformational leader with over 25 years of experience in education, specializing in working with multilingual students and improving outcomes for children. She has held leadership roles in both urban and suburban districts, including superintendent, assistant superintendent, principal, and bilingual speech-language pathologist. Cynthia has participated in prestigious leadership programs at the University of Massachusetts Boston, the Lynch Leadership Academy at Boston College, and the Harvard Graduate School of Education.
What exciting innovations are you seeing in schools and districts around improved student achievement?
It’s encouraging to see districts increasingly prioritizing culturally responsive teaching as a cornerstone for fostering a sense of belonging. District leaders are placing a strong emphasis on initiatives that cultivate a culture of equity and belonging, and they are strategically investing resources to support comprehensive professional learning opportunities for both students and staff. Superintendents understand that creating inclusive, engaging, and culturally learning environments is essential for students from diverse backgrounds to feel seen, valued, and connected, ultimately leading to a stronger sense of belonging and academic success.
SEL continues to be important for school staff and students. What is something a school or district is doing to ensure that wellness and well-being are addressed and improved?
Social-emotional learning (SEL) remains crucial for both school staff and students, playing a pivotal role in creating supportive and nurturing school communities. A key strategy being implemented across districts is the seamless integration of SEL into the daily curriculum and school culture. Schools are dedicating time each day to SEL activities, including reflective practices, restorative circles, and exercises to manage emotions. District leaders are also prioritizing professional learning for staff, focusing on trauma-informed practices and mental health awareness, to ensure that educators are fully equipped to meet the emotional and psychological needs of their students.
In addition to these efforts, some districts have introduced wellness centers or ‘break rooms’ within schools. These spaces provide students with opportunities to engage in self-regulation and stress-relief activities, equipping them with the skills needed to navigate complex emotions successfully. These initiatives directly address the heightened stresses students face, fostering a holistic approach to well-being. By recognizing that a supportive environment is essential for both academic and emotional growth, districts are ensuring that SEL is not just an add-on but a fundamental component of the school experience.
What should be top of mind for school and/or district leaders in these early months of the school year?
In the early months of the school year, it is essential for school and district leaders to prioritize relationship-building and establish a positive culture and climate that will set the tone for the year ahead. Creating a welcoming, inclusive environment with clear expectations and robust support systems for both students and staff lays the foundation for a successful academic year. Given the current political landscape, which is laced with high emotions, it’s crucial to consider how these dynamics may impact the sense of safety and well-being among students and staff. Leaders should focus on fostering strong relationships and trust within the school community, recognizing that these connections are vital for enhancing student engagement and promoting staff retention. By investing in the early development of these relationships, district leaders can create a safe school environment that influences the entire district culture, fostering a more connected and resilient community.
Unlock Your Access to the WOCEC by Becoming a Member
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New Blog Post from Executive Coach Brenda Cassellius: The Vital Importance of a Coach
Brenda shares her leadership journey, the increased importance coaching played for her, and her perspective on the coaching that she’s done for leaders who make up the WOCEC. Click here to read.
Recent Research: Factors Affecting Educational Leader Well-being: Sources of Stress and Self-care
A team at Penn State University wanted to better “understand leader stressors, the impacts of stress, self-care strategies used to mitigate stress, and gender-related differences.” As might be expected, they discovered that school and district leaders reported high levels of stress from (1) external pressures, (2) responsibilities related to managing others, (3) interactions with families, and (4) job-related concerns. The authors shared that “female leaders were more likely to report stress from concern for the well-being of others and from interactions with teachers and staff,” and they “were more likely to report occupational self-care and social support seeking.” Click here to read more.
WOCEC National Convening Speaker: Michelle Singletary
Michelle Singletary is a renowned syndicated columnist and author, and her award-winning column, “The Color of Money,” is featured in numerous newspapers nationwide. Have you read her most recent book What to Do with Your Money When Crisis Hits? Click here to read more.