Learning, Listening, and Leading: Supporting Principals Through Transition
Recently I received the honor of being named the Assistant Superintendent for Elementary Instruction in my district. As anyone who has transitioned positions mid-year knows, it has been much like “drinking from a fire hose.” In any new role you find yourself wanting to learn more about the position itself, the areas of strength and opportunities, and of course, the people. But when that transition includes the responsibility of supporting our campus leaders, the number one focus is ensuring their needs are met. The “S” in TEPSA refers to supervisors. However, even without the title of supervisor, those of us who support our principals are included in this category where we, too, find ourselves working to balance state and district directives with the needs of our campuses and leaders.
As the newest member of our department, I knew the most important thing I could do to support our campus leaders was to learn our current systems. For this reason, I have spent my first few weeks on the job asking questions and listening…a lot! I find myself constantly taking notes and putting away bits and pieces of information. Over time, trends, patterns, and themes are starting to emerge. Just like at a campus, I know the work of improving schools doesn’t come from just one person! Even at central office it takes a team. As I spend my time reflecting, I want to jump into the work and take on everything at once which of course, is unrealistic. By listening to our principals and our central office instructional team, I am beginning to take this information in and decide the best way to approach the work.
During my reflection, I have started to organize my thoughts and ideas into three categories: What needs to be an immediate focus? What is the focus between now and the end of the school year? And, what are the goals for next year? By looking at the big picture and starting to “chunk” it into bite size pieces, it helps me ensure we aren’t moving too fast and overwhelming our leaders, both at the campus and in our department.
As I think about how TEPSA can support me in my work as a supervisor, I lean into the connections I have made over the years. I have already reached out to my TEPSA network of central office leaders and curriculum directors for advice in the field of instructional programs. I’m leaning into the expertise of our Region 20 TEPSA board as they each bring their perspective of curriculum and instruction initiatives from their own districts. I follow the legislative updates we receive from Mark Terry, our TEPSA Deputy Executive Director, as many of the decisions made during this legislative session will greatly impact my work.
And finally, I participate in the high-quality learning opportunities TEPSA provides through the articles, free monthly webinars for members, and the upcoming Master Classes and Summer Conference sessions.
Even though I am no longer a principal, as the “S” I still need TEPSA just as much as I did as a principal, if not even more! I want to ensure my priority as a central office leader continues to provide principals the support they need; TEPSA will help me do just that!
Lori Gallegos served as a principal for 16 years and the Director of Leadership Development prior to being named the Assistant Superintendent for Elementary Instruction in Northside ISD. She has been a member of TEPSA for 25 years and is currently serving as the Member At-Large on the TEPSA Executive Committee. She and her husband have a 20 year old son and a 15 year old daughter who are proud products of Texas public schools!
