Episode Details

A quick note to listeners: 

Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response. 

The question is: How do you drill down the big buckets in assigning key responsibility areas to the individual involvement of the team? Example: Testing can be led by 1 but is a team effort.

Listen in for our response and thank you for doing what matters!

Meet Mark Shellinger

Mark Shellinger created the SAM process in 2005 with help from his wife, Carol, a network of colleagues across the US and the Wallace Foundation.  Mark was a teacher for seven years, a principal for ten and a superintendent for ten more. External research confirms SAM principals spend more time on instructional work, are happier, work a shorter day, are better liked by staff and see improved learning results.  1,200+ school leaders in 22 states do this reflective practice change process every day.  Mark and Carol grew up in Alaska and return to their summer home in Fairbanks every June.  They have one daughter, Jessica, who teaches in Las Vegas, a granddaughter, Aurora and son-in-law, Gino.

In this episode, host William D. Parker sits down with Mark Schellinger to delve into the complexities of a principal’s role. The conversation highlights the endless nature of a principal’s work and the necessity for effective management strategies.

The Essence of Principal Management

Mark shares his insights on the principal’s pivotal role in shaping school culture. Drawing from his personal experiences of guilt as a superintendent, Mark discusses his motivation behind creating the SAM (School Administration Manager) process. This initiative stemmed from his realization that principals, despite being expected to act as instructional leaders, often lacked the systemic support necessary for such leadership.

The SAM Process Explained

Mark and his team introduced the SAM process to address these challenges, which is outlined in three key strategies:

• Principals scheduling their time to enhance effectiveness.
• Engagement with a reflective partner to maintain focus and motivation.
• Creating a first-responder system for your school.
• Training individuals to interact with principals in a supportive manner.

These components encourage principals to allocate more time to instructional leadership, a practice that, according to Mark’s research on over 5,000 principal practices, currently occupies only 22% of their time.

Deep Dive into Each Strategy

Mark elaborates on the importance of connectivity and interaction with a reflective partner, emphasizing the significance of asking critical questions such as “What’s next?” or “As a result of being in the classroom, what will you do now?” He underscores the value of reflective inquiry in fostering improvement and supporting teacher development.