Name: Joanne Conner

Title: Principal

Organisation: Cupertino Union School District

I attended the University of Oregon for my undergrad. I received my Teaching Credential from San Jose State University. I started my career in the Pasadena School District in Southern California, teaching primary grades. I moved to Palo Alto, California and taught upper grades for many years and received my National Board Certification while I was there.

Then I became a math coach (TOSA) through the district. Then moved to Cupertino District as a middle school assistant principal. Then I became an elementary principal in 2016 and continue that today. I'm a single mom and have 3 boys (9, 12, and 14 years old).

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

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

Cheers,

Jonno White

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

I think trying to help teachers move forward with new initiatives and figuring out ways to support them through that transition. It's not that teachers are resistant to change because they are evolving every year in many aspects of their teaching, but helping them understand the purpose behind the changes and why something might be outdated or not good for students.

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

I wanted to be a teacher my whole life and I was lucky enough to do it for 13 years. But around year 5 or 6, I started desiring a bigger leadership role, like a principal. I realized I was interested in the managing aspect of a school, enjoy building relationships with adults as well as kids, and have the work ethic and organizational skills that would make me a good candidate.

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

I always work out in the morning, so I get up at 5:30 to fit that in. I feel it helps me wake up, think about my day ahead, and get my brain working. I double-check my calendar before I leave my house at 7 AM to get to school by 7:30 AM.

When I get to work, I answer as many emails as I can before going out to the parking lot to help with traffic, drop-offs, and greet families.

Then I attend meetings or make visits to classrooms. After visits, I sometimes write an email to the teacher about what I observed that day, including compliments and questions.

At recess and lunch I'm always on the yard as I feel it saves me time later on by interacting with students, playing games with them, and building relationships. I bring out different activities for kids to do to keep them busy.

After lunch, I deal with any discipline issues, if there are any and then eat my lunch. While I eat (if I don't have meetings), I work on any reports, evaluations, or emails. I go out to the parking lot for both dismissals (primary and upper grade) and help with traffic and pick-ups, and talk to students/teachers about their day. After school, I usually have an IEP, 504, FAC, Leadership team, PBIS, SSC, parent, PTA, or SST meeting. Rarely do I have an afternoon without a meeting.

Depending on the ending time of the meetings, I continue doing work on my computer or I finish up anything left over from the day and head home. At home, I make dinner for my 3 boys, drive them to their various sports all night, check email on my phone if I'm at a practice somewhere, or if I'm home, check email on my computer. I try not to respond at night, unless absolutely necessary, so I write the response, but do a scheduled send. Then I try and watch a show on TV before heading to bed!

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

As we are rolling out Portrait of a Learner (preparing our kids with core competencies that they need for life and deeper learning), I'm reminded that as a leaders, we have to take the time to build the foundation before we dive in. It's important to share the story of the why behind the shift (or initiative) so they understand the importance for students. Without spending time digging into the purpose, you will lose the teachers as you are trying to move into the work.

It's difficult not to jump in right away and wonder why people aren't ready. Going slow and getting feedback, and spending time building understanding of the initiative, is ultimately going to make the work more successful and have full implementation with fidelity because people understand it and believe in 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?

How to Raise an Adult by Julie Lythcott-Haims. This book really affected me because I felt I was really good at creating independence in my own kids and students. I believed I was very aware of the over-parenting approach. Come to find out, there were things I was doing that she was pointing out in the book that were considered over-parenting. I work with a population in Cupertino that is mostly Asian and Indian families. In these cultures, parents tend to be very protective of their children and do a lot for them.

After reading the book, I shared it with the parents at my school because I realized there are such small things we could do to create more independent citizens. Out of love and protection, we do so much for our kids, but it doesn't necessarily help them in the long run. We need to let our kids struggle and have conflict, or they will not have any experience with it and won't know how to handle it when we aren't around. I feel like it has helped me guide parents when their students are struggling and has helped me with my own parenting.

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?

I would say take your time building your knowledge through many different jobs. It's important to teach different grade levels and work in different districts. It is also good not to just jump from teacher to principal. I really wanted to be a principal and I was frustrated that I wasn't getting hired. Looking back, I think one of the best things I did was become a math coach and work with all the elementary teachers in the district.

My instructional leadership grew exponentially by creating district-wide assessments, planning an intervention summer school, and supporting teachers in developing different methods of delivering instruction. When I went to interview for an administrative position, the feedback I got was how strong an instructional leader I was. Those 2 years of coaching prepared me greatly for being an Assistant Principal at a middle school. I didn't love the job, but I learned a lot from it.

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

I'm not sure if this is a meaningful story, but I was really proud of my own goal, which was focusing on Sense of Belonging by bringing the fun back to elementary school (for students and staff). I worked really hard at my first school to make sure students were excited to come to school by planning fun events during the day, putting out activities at lunch (legos, music, corn hole, dance parties, board games, jumpropes, etc), including cultural recognitions/celebrations throughout the year, and building up our PBIS work with incentives and praise.

Sense of Belonging was our focus and on our Panorama survey, my school received the highest scores in those areas compared to all of the 20 elementary schools. Beyond the additional fun, our academic scores were increasing as well. We can't forget these are young kids, and they need to have fun while they learn! Happy teachers create happy students, and happy students want to learn!