Impacting Change at Scale: Systems Thinking in Education

[: 00:00:00

And today's guest has broad leadership experience as a teacher, instructional coach, principal, director, and area superintendent. I was particularly excited to learn that he'd spent three years as a high school principal in an international school in Shanghai, China, and three years in a director of innovation role at an international school in Bogota, Colombia.

It's a great pleasure today to be speaking with Dr. John Parker, superintendent of Central Valley School District. Dr. Parker, welcome to the show.

[: 00:00:52

[: 00:00:56

[: 00:01:09

schools, and [: 00:02:00

ike being online at all. Now [: 00:03:00

And we constantly are seeking input from our families and our students to make it better. And so I think there's a lot of longevity here. I'm in my second year in the school district as the superintendent of this amazing school district. One of the things is when you come in, I'm just struck by how much of a small community feel it has.

Washington geographically or [: 00:04:00

And there's a lot more farming communities on the eastern part of the state. Communities are kings. Meaning, there's a lot of importance that's given towards families, their involvement in schools. And Central Valley is just another example of that. We are the second largest school district in this county, right behind Spokane.

And Spokane is like the second or third largest school district in the state of Washington, behind Tacoma and Seattle. So it gives our listeners just a chance to understand a little bit more about this amazing district, and there's a lot of pride in the school district and what families have grown accustomed as far as service. So I think that's been really important CT.

[: 00:04:54

Do you find that there are a lot of families that have been in the school system for generations? And you find parents who have been to the same schools as their kids and there's that continuity.

There's that tradition that can bind some of the students together with the communities and the schools.

[: 00:05:37

live as opposed to maybe in [: 00:07:00

I think when people share the stories of generational families attending, if I heard it just once or twice, it'd be one thing, but I would say hundreds of people are sharing this. So it's learning how to involve the community in any changes you want because sometimes this is the way we've always done it. And when you're in education sometimes being denied dynamic and evolving is a little more difficult in a community like this because they want to know the value, the return on investment for change and so those are always good conversations to have.

[: 00:07:42

Those experiences internationally and how do they allow you to be able to communicate that need for change while at the same time balancing the respect for tradition with the community.

[: 00:08:35

in this area because of the [: 00:10:00

As a leader and talking about my leadership journey, the real skill of any leader is being able to, what I call, read the room. And when I mean read the room, that could be read the setting, read the context, read the community. Dive in, roll up your sleeves and become one with the community. Get out there and understand what is the engine that's fueling a lot of the development.

entry plan that had a lot of [: 00:11:00

And that's an experience that I learned maybe even the hard way. But at the same time, I'm huge about building relationships and in this community of Central Valley, relationships are king. Something that is very Latino, Latina based from Central and South America is you don't jump right into work right away.

p into work right away. When [: 00:12:00

I find out a little bit about them. Who's in their family. I find out how long they've been in the system. And of course, sensitive if they're bringing an issue to my attention, but that really helps if there is an issue, it helps deescalate things because you're addressing them as people.

e before, but I think really [: 00:13:00

ology, all of those barriers [: 00:14:00

Now more than ever, whether it's business practices that are being welcomed in in an exciting new way to open up those channels for business, so too are the thinking and ideas and the innovation for which public schools must be at the front and center of that or else they will not evolve with everyone else.

[: 00:14:27

What was that moment like and how did you switch from thinking, I'm gonna be an educator, I'm gonna make a difference in the classroom to I could actually impact more broadly? And when did that switch take place for you.

[: 00:15:21

that, the qualities that are [: 00:16:00

You're people centric. You have a vision, there's a passion there. And I at first had not even thought about it. Then I got to thinking about it and started to read a little more at that moment of clarity where I started watching principals more. And I said, you know what, why not?

t's when I got involved with [: 00:17:00

hared something with me that [: 00:18:00

I think I was a curriculum leader for science department of a large 4A high school. She said, John, you have this uncanny ability to take something, an idea from point A to point F and bring people along. That's why I know you would do well with that. And I didn't recognize that in myself.

talking about mobilizing and [: 00:19:00

And that is when I started to learn about doing that at a much bigger scale. That's when I got excited on a systems level and heard about University of Washington's Leadership for Learning program. And that three years I spent getting my doctorate was some of the best professional development I've ever had.

Because it really pushed me. It was hard work, and it prepared me a lot to be in the role of being a superintendent.

[: 00:19:43

[: 00:19:56

Those were the pillars. Those five things were things that have stuck with me since I been involved with the doctor at work at the U and those are things I also check in with some of the colleagues that I worked with, and we still talk about some of those pieces.

So I think that's the one thing that really has followed and has been a part of my toolbox since.

[: 00:22:33

nks was a different layer of [: 00:23:00

But on top of that, you also needed to think more broadly in terms of how do I systematize this more broadly so that I can enable the leaders under me to be able to lead effectively? Does that kind of resonate with your experience?

[: 00:23:25

at work. That's what I refer [: 00:24:00

How do I push on them and they turn around and let the domino fall and they are influencing? How do I keep that going so that I'm staying in my lane and avoiding the micromanaging, but empowering them to do the same thing with their leaders so that we're building capacity throughout the system. So the way you described it on those different levels, I think that this great way to capture it.

[: 00:24:53

Is there anything today that, to your knowledge anyway, that if we went to them and said, Hey, what's one thing that they're gonna caricature Dr. Parker on, that he says so many times that we're sick of hearing, but we know and that's in a good way, right? Because that means that, they're laser focused on that single outcome.

[: 00:25:35

ftentimes they're right. And [: 00:27:00

So they want to make sure that they're getting it right as far as how would a decision model be reflected from me going into them. I really appreciate that as much as I value it.

[: 00:27:25

[: 00:27:36

And I would also indicate too, that there are some leadership qualities that they naturally bring that I want to develop as well, because I want them to have their autonomy, but also have the clear bumpers, if you will, on what are the expectations I would have. So the principles with leading teaching, learning, and that they did a monumental job as far as the hiring piece.

And that was just something that's really significant because they can hit the ground running with supporting them now moving forward.

[: 00:29:47

[: 00:30:11

s to lead that work with the [: 00:31:00

So I'm telling her, go get that training. But she might be the only person that goes and does that. Being able to assess, for them to assess, for me to assess. And let's have a conversation. What do you need as far as the next level of training that is going to make you successful in brokering those conversations with principals about kids in your classroom or kids in all of the school?

, because what it does is it [: 00:32:00

So that when they walk out of my office, after we meet on a weekly basis, they have a clear understanding of what expectations I have, and then they can carry that forward with a degree of not having to wonder if they're doing the right thing.

[: 00:32:19

I have one last question cause we're almost at time, but if you were to give some advice to your. say 25 year old self or to any educator out there who's aspiring towards leadership. How would you advise them to think about it and to deliberately prepare themselves for it?

[: 00:32:53

It could be a very simple or it could be a very complex issue. Take the time you need to drill down and understand what the issues are. And understand that this is a people business. So find out about the people you're working with. Find out about how they see the issue. Because if people are involved, it's going to be a very complex situation usually.

rward, I really, really like [: 00:34:00

And by doing so, you're building awareness, understanding, and you're going to bring more people along with you.

[: 00:34:51

It's uncomfortable to not immediately jump into a solution and say, here's how we should do it. But in doing all of this, you bring more people along with you in that journey. If there's anyone who's listening who wants to continue this conversation with you, what's the best way for them to reach you?

[: 00:35:26

[: 00:35:39

Thank you so much for listening. My name has been CT signing off.