In a recent episode of the Middle School Walk and Talk podcast, hosts Phyllis Fagell and Jessica McGuire discuss school culture and leadership with award-winning principal and best-selling author Jimmy Casas. Listen to the podcast episode now, or enjoy the recap of five key takeaways here:
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Revisiting the Interview Chair: Casas introduced the “Interview Chair” as a metaphorical reminder of the initial passion and promises educators make when they enter the profession. He shared his personal experience of becoming a principal at the young age of 26 in Milwaukee Public Schools, where he quickly faced the challenges of leadership with little guidance. Over time, he found himself disillusioned, a situation many educators can relate to, where the zeal of the interview room fades into the daily grind. The “Interview Chair” serves as a callback to one’s original intent and commitment to excellence in education.
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Culture as Behavior: Casas argued that the real culture of a school isn’t defined by mottos or mission statements but by how people act daily. He highlighted how tolerance of inappropriate behaviors can define the actual culture of an organization, urging educators to reflect on their actions and the undercurrents they create within their schools.
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The Pitfalls of Being a ‘Fixer’: Casas critiqued the common leadership approach of trying to fix every problem personally. This mindset, while well-intentioned, often leads to exhaustion and fails to build capacity among staff. He shared that leaders often want to help but end up overburdening themselves, which can inadvertently create divisions and resentment within the team. He also warned of the traps leaders can fall into, like favoring certain staff members, which can lead to unintended negative cultural ripples.
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The Role of Mentorship and Coaching: Reflecting on his career, Casas noted the lack of formal training for many of the practical aspects of school leadership. He advocated for mentorship and coaching, sharing how his own experience with a coach outside his district was transformative. He questioned why it took him 12 years to receive such support, suggesting that all educators should have access to coaching to navigate the complexities of school culture and leadership.
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Personal Growth and Accountability: Finally, Casas spoke on the importance of personal accountability in leadership. He proposed that instead of focusing on fixing students’ behaviors, educators should look inward at their own behaviors. He introduced his framework, “Cultureize,” initially developed for his own growth, which emphasizes that improving adult behavior in schools is crucial before expecting changes in student behavior.
This episode serves as a reflective journey for educators, urging them to revisit their foundational motivations, critically assess their behaviors, and actively work towards fostering a positive, collaborative school culture. Casas’ insights remind us that leadership in education is not just about managing a school but about nurturing an environment where everyone can thrive, echoing the aspirations voiced in the interview chair.