Name: Deborah Mariniello

Title: Principal

Organisation: Clarkstown Central School District

I have been a committed public educator in New York State for 31 years. 18 of those were as a teacher in K-6 classroom positions, and 13 years as a school administrator. Prior to moving to admin, I served as district mentor/new teacher coordinator and Social Studies Department Chair. My passion as an educational leader has not dimmed. This work is so important, and our schools deserve strong leadership!

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope Deborah's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

Balancing time to meet the mechanical and logistical needs of a building while "staying in the work" of instructional leadership is a continuous challenge that takes focus, systems thinking, and commitment. The most important component of transformational leadership is to be present in classrooms, working side by side with teachers to deepen our thinking about student learning and learners. Facing challenges to our educational landscape while fostering positive school culture, a resilient and committed school climate, and protecting morale is a continuous challenge that ebbs and flows. A healthy organization is key. Defining that is continuous and reflective.

2. How did you become an Educational Leader? Can you please briefly tell the story?

There are many layers to educational leadership. It is extremely important to give yourself time to truly learn about the organization you are working in at every layer. When you first start out, you can easily feel like you are stuck in a spin cycle, responding to immediate needs and never getting to the deeper work. A pitfall is to become a mechanical leader who may run smoothly sailing ships, but growth can become stagnant. Building a team of leaders across a building is also key - a true professional learning community that defines a common vision, names goals that sit under that vision, and works through a collaborative process through strategic planning.

When you are able to set up that framework, the work enters into a process of continuous learning and growth. This framework is transparent and sits at the head of all discussions. When the "why" is clearly defined, the "how" becomes the work. All work moves forward with a common goal and focus. This shifted my personal journey as a building leader. There will always be logistics and management needs, but you are no longer doing the work alone or in isolation. Professional learning communities and leadership teams are in continuous action.

My work is to monitor, support, collaborate, and cheer. As I share with my staff, I am always with you - at times I am behind you - pushing you forward; beside you - supporting in real time and learning with you; in front of you - leading the way, clearing the path and moving mountains. No matter what, I am always committed to making this school the best it can be for our students.

3. How do you structure your work days from waking up to going to sleep?

The day is a whirlwind. I live by my Google calendar and set up systems with my office secretary to manage the needs of the day. I begin with daily coverages and communications with my morning coffee at 6 am, and review the day ahead. I am at arrive each morning, then morning announcements and greetings in all classrooms. Be present. Lunchtime and recess are on a rotation to support paraprofessionals in those unstructured settings, to set expectations for school-wide behaviors. Weekly work includes an instructional study team to discuss student needs related to data and progress, grade-level team meetings that focus on curriculum and learning, and check-ins.

We also have weekly collegial meetings with principal colleagues and district admin meetings. Larger stakeholder committees cycle monthly or by trimester, which leads to initiatives within our strategic plan. I end the day with announcements and dismissal. I use this time to connect with students, families, and staff. Some days I get to everything on my calendar, and some days come to a screeching halt due to a building need related to student needs, discipline, state reporting, phone calls, etc. I do take work home, and not sure of any colleague who doesn't, but I have learned to balance this with a commitment to turning off "work" as a healthy component to overall success.

Being present at home is extremely important to me. I was not always good at this. I can say that it is important to work in a district where this is respected. When you work in a place where your time is not your own, burnout is real, and it will impact your family and personal life. I often say, you cannot be at your best when you are stressed. I love the quote - "We must Maslow before we can Bloom." This mantra has to include ourselves.

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

It is extremely important to lift yourself onto the "balcony" from time to time and reflect on the different perspectives and systems. We can easily "get stuck in the weeds," and lifting ourselves out can give us clarity, which can lead to thoughtful planning. I have recently become re-engaged in the use of protocols to explore a "problem of practice". When you feel you don't have time, make time - important work takes time and deserves it!

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

School Culture Rewired by Steve Gruenert and Tom Whitaker - this book reinforced my belief in the power of school culture as the foundation for transformation and change, with no presupposition that culture must be broken or unhealthy for this book to be applicable! The book provides real, usable strategies to work with staff to uplift, fine-tune, polish (and maybe begin to repair) culture and climate (each of which is unique). When you feel your school gets "stuck" or work isn't moving forward the way you anticipated, I have gone back to the aspects of culture to help me define next steps and conversations!

A personal read that stayed with me was Atlas of the Heart by Brene Brown! We are in a people business, and now more than ever, we have to find connections across the human experience when there is so much division. This is the only way to build understanding and have courageous conversations with a commitment to listen.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

Leadership is less about "the who" and more about "the why and how". Strong educational leaders never stand alone and have the courage to build teams with a shared vision and focus. It's not "my work" that I get others to help get done - it's truly "our work". When people believe in the why, the how comes; work on who you want to be as a leader. There is no power in it - it's hard, tiring work - but the most rewarding as it has the potential to deeply impact the experience of children and learning. For any new leader, it is extremely important to live in your new organization with no assumptions. Learn and listen - then build.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

I came to my current school after seven years in another district. I knew as I went through the interview process that this school was a special place. I am now in my 6th year here. A teacher came to me recently to share that she has decided to retire. We shed tears and spoke about the "how do you know you are ready?" She shared that she's always loved our school, where she has worked for 33 years, but that I was the best principal she's ever worked with. Very humbled, I asked her why - and she said, "because you love our school as much as we do." Simple, right?

To love your school means you become a part of its fabric. You build deep, professional relationships that weather storms of disagreement, stress, etc. Six years ago, I knew I landed in a wonderful place, but I couldn't name it. What I mean now is that there is no lowest common denominator at our school. Everyone rises because of how we hold each other to high personal and professional expectations. We are a team. Better together. One foot in front of the other. Day by day.