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1 MINUTE WALK TO WORK EXAMPLE CHAPTER FOR LAUNCH TEAM

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Joe Sanfelippo
Joe Sanfelippo

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1 MINUTE WALK TO WORK EXAMPLE CHAPTER FOR LAUNCH TEAM
The Seasons: Building Throughout the Year The rhythm of a school year, through its distinct seasons, offers challenges and opportunities for school leaders. Each season, with its unique character, demands a thoughtful approach to ensure a thriving school environment. We can think of the seasonal focus areas as follows: Season One Anticipation Season Two: Momentum Season Three: Renewal Season Four: Culmination Season One: Anticipation (July-August) In the calm before the proverbial storm, leaders lay the groundwork for success. This season is characterized by strategic planning, aligning the curriculum with educational standards, and tailoring professional development to meet teachers' needs. Infrastructure, from classrooms to technology, must be reviewed and updated to support the upcoming academic demands. Engaging with the community through meetings and communications sets a positive tone, ensuring a collaborative start to the year. This is a time for vision setting, where leaders refine the school¡¯s goals and align them with district objectives, ensuring a coherent path forward. Professional development takes center stage, with workshops and training sessions designed to equip teachers with the latest pedagogical strategies and technological tools. Facility upgrades and safety protocols are
scrutinized and enhanced, guaranteeing a welcoming and secure environment for all. Community outreach affords leaders the opportunity to build partnerships and open dialogue with parents and local organizations, setting a tone for the year. Season Two: Momentum (September-December) As students return, the focus shifts to building momentum. This period involves establishing routines, fostering a positive school culture, and navigating the academic process necessary to complete the first semester successfully. As students fill the corridors, the focus shifts to creating a dynamic learning environment. This phase is crucial for establishing clear expectations, embedding robust routines, and fostering a culture of respect and achievement. Parental engagement is heightened through regular updates and involvement opportunities, strengthening the school-home partnership. The close of season two is the holiday break and marks a time for reflection and anticipation of the next phase. Season Three: Renewal (January-March) After the holidays, a sense of renewal begins. Resolutions have been started (some ended) and this often becomes a time when we can see a dip in momentum and morale. This is a critical juncture for evaluating progress toward yearly goals and making necessary adjustments. Attention to student well-being is heightened, addressing the mid-year fatigue that can impact performance. This season is also key for preparing students and staff for the upcoming assessments, with targeted support and review sessions.
Community engagement continues with events and initiatives that refresh the school spirit. The new year brings a chance to rejuvenate and refocus. This mid-year checkpoint is critical for assessing progress against academic goals and adjusting strategies as necessary. The curriculum may be revisited to ensure alignment with student needs and state standards. A renewed emphasis on student well-being helps to combat the post-holiday slump, with counseling and support services in full swing. Preparation for spring assessments begins, with mock exams and review sessions to bolster confidence and competence. Community events, such as science fairs and art shows, highlight the talents within the school, fostering pride and unity. Season Four: Culmination (April-June) In the home stretch, the focus intensifies on achieving academic objectives and celebrating milestones. Preparations for standardized testing, graduation ceremonies, and transitions (such as moving from middle to high school) dominate this period. It's a time for recognizing student and staff accomplishments and setting the stage for the subsequent academic year. Reflective practices are employed, gathering insights from the year's experiences to inform future planning. As the year draws to a close, the focus sharpens on culmination and celebration. The pressure of standardized testing is met with a well-coordinated support system, easing student anxieties and maximizing performance. Graduation and transition planning become paramount,
honoring achievements and preparing students for their next academic chapter. Reflection is a key theme, with staff and students alike taking stock of the year¡¯s successes and challenges. This feedback loop is crucial for continuous improvement, informing planning for the following year. Community celebrations and recognitions reinforce the collective achievement, ending the year on a note of accomplishment and anticipation for the future. The leadership seasons all come with highs and lows. Trust from those you lead is often found in the moments that are unanticipated. When we are prepared for what we can control, those times that surprise us can be reduced. Knowing what is happening in each season and being able to create momentum in times that don¡¯t surprise us, will help get us through the times that do. Each season is unique, and the reflections allow us to be as present as possible in each one.
EXAMPLE CHAPTER LEADERSHIP CHALLENGE WEEK 19 Look Up! Alright, everybody, Saturday morning, Fall Creek, Wisconsin, one minute walk to work, and here¡¯s what I¡¯m thinking about today¡­ The last two weeks around here have been pretty tough. Most of the tough stuff is about things we can't control, but I still have a hard time letting that stuff go. So it does impact the way that I walk around school and it hit me this week when I was on the playground, one of our elementary kids just yelled out, "Sanfelippo, look up, watch me!" And he just started running. He just wanted me to watch him run. I'm watching him run and I'm cheering. I'm smiling. And in that moment, all the frustration and the anxiety of the things that I couldn't control just kind of slipped away. Honestly, the anxiety came back as soon as I got back to my office, but after that I found myself in more places with more kids and more staff members. Doing this helped me be less concerned with things I couldn¡¯t control. The tough stuff didn¡¯t go away, but my perspective was also much different when I had to deal with it. Tough things are going to happen. But when we let the tough things that happened yesterday preclude us from seeing the great things that happen today, we get further away from the reason that we love the job and closer to the reason that we don't.
So, the leadership challenge for next week is simply this: Look up. If I didn't look up, I would have missed the kid on the playground. I would've missed talking to the fifth-grade teachers about how great it is to have kids back in school. I would've missed watching a high school teacher beam with pride as she watched her kids run a coffee shop. I would've missed walking into a kindergarten class and having a kid rub my head and tell me that it was OK because his grandma's kind of bald, too. I would've missed standing outside of a four-year-old kindergarten class and watching our high school kids walk out smiling, and laughing, and joking because they just met the four-year-olds that they get a chance to teach some science lessons to in the next couple weeks. I would've missed all of it. So look up. Chase the smiles. Because when you do, you're going to find theirs, but you're going to find yours, too. Just gotta take care of each other. Alright, people, that¡¯s all I¡¯ve got. We¡¯re all in this thing together. Have a great week, everybody¡­Go Crickets! Self-Reflection Questions for the Leader: ¡ñ How often am I taking the time to ¡°look up¡± and notice the small, joyful moments in my school? Where do they happen the most? ¡ñ What can I do to ensure that I am present and engaged and appreciate the little things that make my school unique and vibrant?
Mindfulness Walk: "Chase the Smiles" ¡ñ Activity Overview: Organize a walk around the school or local area during which participants are encouraged to "look up" and notice the positive around them. Encourage sharing of the smiles and joys noticed during the walk. Look Up Ideas/Notes/Reflections:

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1 MINUTE WALK TO WORK EXAMPLE CHAPTER FOR LAUNCH TEAM

  • 2. The Seasons: Building Throughout the Year The rhythm of a school year, through its distinct seasons, offers challenges and opportunities for school leaders. Each season, with its unique character, demands a thoughtful approach to ensure a thriving school environment. We can think of the seasonal focus areas as follows: Season One Anticipation Season Two: Momentum Season Three: Renewal Season Four: Culmination Season One: Anticipation (July-August) In the calm before the proverbial storm, leaders lay the groundwork for success. This season is characterized by strategic planning, aligning the curriculum with educational standards, and tailoring professional development to meet teachers' needs. Infrastructure, from classrooms to technology, must be reviewed and updated to support the upcoming academic demands. Engaging with the community through meetings and communications sets a positive tone, ensuring a collaborative start to the year. This is a time for vision setting, where leaders refine the school¡¯s goals and align them with district objectives, ensuring a coherent path forward. Professional development takes center stage, with workshops and training sessions designed to equip teachers with the latest pedagogical strategies and technological tools. Facility upgrades and safety protocols are
  • 3. scrutinized and enhanced, guaranteeing a welcoming and secure environment for all. Community outreach affords leaders the opportunity to build partnerships and open dialogue with parents and local organizations, setting a tone for the year. Season Two: Momentum (September-December) As students return, the focus shifts to building momentum. This period involves establishing routines, fostering a positive school culture, and navigating the academic process necessary to complete the first semester successfully. As students fill the corridors, the focus shifts to creating a dynamic learning environment. This phase is crucial for establishing clear expectations, embedding robust routines, and fostering a culture of respect and achievement. Parental engagement is heightened through regular updates and involvement opportunities, strengthening the school-home partnership. The close of season two is the holiday break and marks a time for reflection and anticipation of the next phase. Season Three: Renewal (January-March) After the holidays, a sense of renewal begins. Resolutions have been started (some ended) and this often becomes a time when we can see a dip in momentum and morale. This is a critical juncture for evaluating progress toward yearly goals and making necessary adjustments. Attention to student well-being is heightened, addressing the mid-year fatigue that can impact performance. This season is also key for preparing students and staff for the upcoming assessments, with targeted support and review sessions.
  • 4. Community engagement continues with events and initiatives that refresh the school spirit. The new year brings a chance to rejuvenate and refocus. This mid-year checkpoint is critical for assessing progress against academic goals and adjusting strategies as necessary. The curriculum may be revisited to ensure alignment with student needs and state standards. A renewed emphasis on student well-being helps to combat the post-holiday slump, with counseling and support services in full swing. Preparation for spring assessments begins, with mock exams and review sessions to bolster confidence and competence. Community events, such as science fairs and art shows, highlight the talents within the school, fostering pride and unity. Season Four: Culmination (April-June) In the home stretch, the focus intensifies on achieving academic objectives and celebrating milestones. Preparations for standardized testing, graduation ceremonies, and transitions (such as moving from middle to high school) dominate this period. It's a time for recognizing student and staff accomplishments and setting the stage for the subsequent academic year. Reflective practices are employed, gathering insights from the year's experiences to inform future planning. As the year draws to a close, the focus sharpens on culmination and celebration. The pressure of standardized testing is met with a well-coordinated support system, easing student anxieties and maximizing performance. Graduation and transition planning become paramount,
  • 5. honoring achievements and preparing students for their next academic chapter. Reflection is a key theme, with staff and students alike taking stock of the year¡¯s successes and challenges. This feedback loop is crucial for continuous improvement, informing planning for the following year. Community celebrations and recognitions reinforce the collective achievement, ending the year on a note of accomplishment and anticipation for the future. The leadership seasons all come with highs and lows. Trust from those you lead is often found in the moments that are unanticipated. When we are prepared for what we can control, those times that surprise us can be reduced. Knowing what is happening in each season and being able to create momentum in times that don¡¯t surprise us, will help get us through the times that do. Each season is unique, and the reflections allow us to be as present as possible in each one.
  • 6. EXAMPLE CHAPTER LEADERSHIP CHALLENGE WEEK 19 Look Up! Alright, everybody, Saturday morning, Fall Creek, Wisconsin, one minute walk to work, and here¡¯s what I¡¯m thinking about today¡­ The last two weeks around here have been pretty tough. Most of the tough stuff is about things we can't control, but I still have a hard time letting that stuff go. So it does impact the way that I walk around school and it hit me this week when I was on the playground, one of our elementary kids just yelled out, "Sanfelippo, look up, watch me!" And he just started running. He just wanted me to watch him run. I'm watching him run and I'm cheering. I'm smiling. And in that moment, all the frustration and the anxiety of the things that I couldn't control just kind of slipped away. Honestly, the anxiety came back as soon as I got back to my office, but after that I found myself in more places with more kids and more staff members. Doing this helped me be less concerned with things I couldn¡¯t control. The tough stuff didn¡¯t go away, but my perspective was also much different when I had to deal with it. Tough things are going to happen. But when we let the tough things that happened yesterday preclude us from seeing the great things that happen today, we get further away from the reason that we love the job and closer to the reason that we don't.
  • 7. So, the leadership challenge for next week is simply this: Look up. If I didn't look up, I would have missed the kid on the playground. I would've missed talking to the fifth-grade teachers about how great it is to have kids back in school. I would've missed watching a high school teacher beam with pride as she watched her kids run a coffee shop. I would've missed walking into a kindergarten class and having a kid rub my head and tell me that it was OK because his grandma's kind of bald, too. I would've missed standing outside of a four-year-old kindergarten class and watching our high school kids walk out smiling, and laughing, and joking because they just met the four-year-olds that they get a chance to teach some science lessons to in the next couple weeks. I would've missed all of it. So look up. Chase the smiles. Because when you do, you're going to find theirs, but you're going to find yours, too. Just gotta take care of each other. Alright, people, that¡¯s all I¡¯ve got. We¡¯re all in this thing together. Have a great week, everybody¡­Go Crickets! Self-Reflection Questions for the Leader: ¡ñ How often am I taking the time to ¡°look up¡± and notice the small, joyful moments in my school? Where do they happen the most? ¡ñ What can I do to ensure that I am present and engaged and appreciate the little things that make my school unique and vibrant?
  • 8. Mindfulness Walk: "Chase the Smiles" ¡ñ Activity Overview: Organize a walk around the school or local area during which participants are encouraged to "look up" and notice the positive around them. Encourage sharing of the smiles and joys noticed during the walk. Look Up Ideas/Notes/Reflections: