Name: Nicole Howard

Title: Assistant Superintendent of Secondary Education

Organisation: Indian Prairie School District 204

Dr. Nicole N. Howard is an educator and leader dedicated to organizing school districts for improvement and promoting the conditions under which optimal learning takes place for students and adults. In her over 30 years in education as a math teacher, principal, and district leader, she has successfully improved the academic achievement of students, raised high school graduation rates, and increased college enrollment rates. She is currently the Assistant Superintendent of Secondary Education at Indian Prairie School District 204.

Dr. Howard is a life-long learner, who was National Board Certified in 2001. She holds a BS in Mathematics from Truman State University, an MS in Education from Chicago State University, and an EdD in Urban Education Leadership from the University of Illinois.

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

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

Cheers,

Jonno White

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

One of the most challenging aspects of educational leadership is sustaining reform. Institutionalizing new practices often takes years, leading members of the organization to lose momentum and revert to the status quo. Additionally, new mandates from federal and state governments frequently introduce new initiatives, diverting attention from ongoing reform efforts. Therefore, maintaining focus on the change initiative while ensuring compliance with these mandates is a difficult yet essential balancing act for the continued success of reform efforts.

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

As a math teacher, I engaged in extensive professional learning and reflection to enhance my practice. After attending workshops and conferences, I would share my newfound insights with my peers. Once word spread that I was an "expert" in certain practices, teachers from outside the math department began asking me to share my knowledge or observe my classroom. This marked the beginning of my journey into school leadership. Those one-on-one meetings with individual teachers and departments eventually led to whole-school professional development sessions and opportunities to chair committees focused on specific reform initiatives.

After about seven years of teacher leadership and professional development training, my principal introduced me to the director of a school leadership doctoral program at a local university. They encouraged me to apply, and I did. The program was exceptional, emphasizing school transformation.

During my first year in the program, I obtained a principalship and led the school for ten years, equipped with the cutting-edge strategies I learned. When I took over, the school was underperforming and on the verge of closure; by my tenth and final year, it was receiving the highest ratings from the district. I then transitioned to district-level leadership and have been serving as an assistant superintendent ever since.

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

Three days a week, I wake up at 5 am and spend 20-30 minutes meditating/ thinking about what I need to accomplish that day. Then I go on a 30-45 minute run. I shower and eat breakfast before heading to work around 7:15 am. The other two days, I wake up at 6:00 am.

I place all of my work activities, events, and meetings on my calendar. I even put in a placeholder for lunch each day, so that I have dedicated time to slow down and enjoy a balanced meal. I try to make sure each day has a mix of office time to complete tasks, in-person meetings, and school visits.

My days usually end between 4:40 pm and 8:30 pm depending on the number of afterschool events scheduled. Regardless of the end time, I try to spend time with my family, eat dinner, and go to sleep by 10 pm.

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

I was reminded to take the time to understand the "why" behind requests from my principals or teachers. In my role, I receive many requests from schools for large purchases and services. Sometimes, I get requests for changes in administrative procedures or practices that, on the surface, seem like an easy "no."

Recently, I initially declined a request from a principal, but it turned out he needed the change to better support a student who was experiencing a traumatic event. After he returned to explain the full picture, I granted permission. If I had taken the time to ask more questions before turning him down, we could have solved the issue more quickly and effectively.

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?

The 4 Disciplines of Execution by McChesney, Covey, and Huling. The book details the importance of defining your wildly important goals and offers a process for executing the plan to achieve them. This execution strategy works across all types of organizations for all types of reform efforts. I have used it religiously to transform the schools I have worked with.

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 tell them to stay in the classroom for at least 5 - 10 years and truly learn the science and the art of effective teaching before moving into administration. To be an effective instructional leader of a school, you have to understand what it takes to be an excellent teacher who produces strong student outcomes.

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

During my tenure as a principal in an impoverished community, our school faced significant budget challenges that threatened staff positions and essential programs. However, the teachers and school leaders believed in our vision so strongly that they convened a meeting to express their willingness to take pay cuts. This collective commitment allowed us to preserve jobs and maintain programming for our students.

This experience highlighted the power of a strong school community dedicated to student success. Together, we implemented salary cuts, organized fundraisers, and completed grant applications to keep our school operating at full capacity. Remarkably, that same year, we achieved the highest standardized test scores in the school's history. It was an incredible conclusion to what began as a challenging year.