David Morrill [00:00:10] Welcome to another episode of AWSP TV, I'm David Morrill, the communications director here. [00:00:15] I'm usually on the other side of the camera but I have a special pleasure of interviewing Dr. [00:00:19] Susan Enfield from Highline public schools. [00:00:22] Welcome to the studio. Susan Enfield [00:00:23] Thank you David, happy to be here. David Morrill [00:00:24] Ok. [00:00:25] So you have a pretty cool story. [00:00:26] You went to Cal Berkeley for your undergrad. Susan Enfield [00:00:29] Go Bears! David Morrill [00:00:29] You went to Stanford for one of your masters, Harvard for another. [00:00:33] And you also got your superintendent credential from Harvard. [00:00:37] My question was, or is, was the University of Phoenix all full. Susan Enfield [00:00:42] Thats good! [00:00:43] I didn’t get that one. [00:00:45] You know I was just very fortunate. [00:00:47] I always knew that I wanted to go to Berkeley undergrad, and my grandparents went there, met there actually, and I'm a San Francisco girl so it was local, I didn't want to go far from home and I loved my time at Cal. [00:00:58] And when it came time I worked for a few years to go back and get my teaching credential, Stanford had the best program. [00:01:04] It was a one year master's and teaching credential program that I learned a tremendous amount in. [00:01:09] And there was really no other program locally like it. [00:01:12] And then fast forward several years later when it came time for me to pursue a doctorate, and the superintendency which I never in a million years thought I would do, Harvard's program again was very unique. [00:01:23] It was two years of coursework in one year. [00:01:25] So clearly I like sort of condensed timelines which probably says a lot for the pace at which I work if you talk with the people I work with. David Morrill [00:01:32] It's efficient. Susan Enfield [00:01:33] That's right. [00:01:33] That's right. David Morrill [00:01:34] Tell me a bit more about your journey, so how did you get to Highline from your academic career? Susan Enfield [00:01:39] So I began my career as a high school English ELL and journalism teacher in the San Francisco Bay area, and then I became a school improvement coach and I worked with middle and high schools in the Bay Area. [00:01:51] This is back in the late 90s, early 2000s that were doing standards based, data driven school improvement. [00:01:59] And supported principals and working with their teacher teams to use data to improve systems at their schools which at the time was pretty new. [00:02:08] We weren't using a lot of student data back then, so it was pretty cutting edge. [00:02:11] But I missed the classroom because I loved being a teacher, and so I was getting ready to go back to the classroom when I was at my dad's house in San Francisco and I was reading Education Week and I saw an ad for the Harvard urban superintendents program and I applied and got in, and took me from Massachusetts to Pennsylvania, to Oregon to Washington and then most recently before Highline, I served in Seattle Public Schools and made the decision to leave, and fortunately Highline was open and I learned about Highline and went and interviewed and… best professional move of my career. David Morrill [00:02:46] Well that's great. [00:02:46] One of the reasons that I invited you here today because you are amazing in supporting principals. [00:02:51] So on Twitter National Principals month, you're out there every building picture with every, every principal clearly not Photoshopped, different compliments but everybody else, so that's one reason you're here. [00:03:05] You talked about never have been a principal before, but tell me a little bit about, like you said, a little bit more about how you supported and coach principals and kind of what what you see their role as today. [00:03:14] Cause it’s changed quite a bit. Susan Enfield [00:03:15] It has. [00:03:16] And I think maybe that's why I can do what I do in supporting principals in the way that I do when I was a school improvement coach. [00:03:24] I was actually coaching principals to work with their staff. [00:03:29] Not having been a principal myself. [00:03:30] But I didn't go in pretending to have the answers for them or to tell them what to do. [00:03:35] I came in as a resource. [00:03:36] I said, Look I'm here to support you and be a resource and a sounding board and ideally add to your toolkit and give you more strategies to use with your staff. [00:03:45] And so when I became a school administrator I sort of used that same theory of action if you will. [00:03:50] I'm not here to tell you what to do. [00:03:52] I'm here to help put the conditions in place for you to do it. [00:03:54] And I think in some ways maybe never having been a principal helps me because I don't pretend to know what my principals job is but it is my job as a superintendent to make sure that they have the supports and conditions in place to do what they need to do for kids. David Morrill [00:04:07] You talked about how that job has changed. [00:04:09] The same thing for superintendents also. [00:04:10] What do you think have been the biggest changes in the last 5 to 10 years, and how do you support your… you mentioned it a little bit but is there anything specifically that you do to support principals in Highline? Susan Enfield [00:04:21] Yes. [00:04:22] So first of all I think for principals and superintendents in recent years the shift has really been to it isn't enough just to be a great manager though it is important that you manage. [00:04:30] You have to manage your building or your system in service of instruction, which means you need to know how to support good teaching and learning in your school or in your system. [00:04:39] And I'm not sure that was as much of a priority in prior years for school and district leaders as it is now. [00:04:45] And it really is a non-negotiable now. [00:04:47] So that has I think changed the way in which we support principals in their job. [00:04:50] So when I was in Seattle we began working with Meredith Hoenig out of the University of Washington, who's done the sort of the preeminent research on central office transformation. [00:05:00] And at the heart of that is the principal’s supervisor role and how the central office needs to create partnerships with principals around the work. [00:05:08] So we have what we call instructional leadership executive directors in Highline and they each support and supervise roughly eight schools, which is a pretty good ratio, and that means they can be out in schools you know pretty much four days a week. [00:05:27] Is all they do instruction? [00:05:29] No. [00:05:29] Because as I said we have, they have to, principals have to manage their building in service of instruction. [00:05:33] So how do you help them prioritize their time and distribute leadership so that they can turn their attention to helping teachers get better at their job so that it's happening for kids. [00:05:43] I mean my high level theory of action is as a superintendent and as all central office leaders, our job is to put the conditions in place for principals to do their job, so they in turn can put the conditions in place for teachers to do theirs and other staff in the building. [00:05:57] And in turn we make it happen for kids. David Morrill [00:05:59] Yeah, yeah it's getting a little bit harder for principals to do that. [00:06:02] You know social media has been a big thing. [00:06:04] You know, I mentioned Twitter… so tell me a little bit about, I know you done a bunch of school awards, so I’m going to reverse course just a little bit. [00:06:13] You have most recently been nominated as a finalist for the 2020 ASAA Women in Leadership award, you've won the Washington State Public Relations Association, Crystal Apple award… there's a lot of awards. [00:06:26] I googled Susan Enfield award and it was like pages and pages. [00:06:29] Tell me about your favorite. Susan Enfield [00:06:31] Well my favorite award is an award I got for an award. [00:06:34] So first of all I think that when I was a teacher, a high school teacher, some colleges and universities have their incoming freshmen nominate a teacher who had the biggest influence on them when they were a high school student. [00:06:47] And I have several of those from students who've gone off to college and said that during their high school experience I had the biggest impact I think that has always meant the most. [00:06:55] But fast forward to many years later, which is today, last year the National School Foundation association named me their superintendent of the year, which was a tremendous honor. [00:07:04] But the real honor came when four of my principals, all of whom I have hired, said we want to go celebrate with you and they took me out to a very nice dinner and then presented me with a lovely crystal plaque with their names on it, and I thought I've never gotten an award for getting an award, especially from four people whom I respect and admire and have such great affection for. [00:07:23] So that one has a special place in my heart. David Morrill [00:07:26] That's a cool story. [00:07:27] So one of the things when you're going to have you on that I wanted to do, is I wanted to see what principals were saying about you. [00:07:32] Because you do such a good job supporting your principals. [00:07:36] That job is really tough. Susan Enfield [00:07:37] I wasn't warned about this! David Morrill [00:07:38] No no. [00:07:40] So we're going to see how well I can read on camera. [00:07:44] So. [00:07:45] “Dr. [00:07:45] Enfield truly appreciate the value her principal. [00:07:47] She listens and respect what we have to say about certain initiatives and practices we take on because she knows we are in the trenches. [00:07:54] I never hesitate to reach out to her with concerns. [00:07:56] She a beyond approachable and truly genuine in everything she says and does. [00:08:00] How many principals can say that about their superintendent?” [00:08:04] I'm going to skip to the end. [00:08:05] “My superintendent is the real deal. [00:08:08] Please be sure to read every word of this.” [00:08:10] Sorry I did not do that. [00:08:11] “I truly love her.” [00:08:14] There is one. [00:08:16] Again. [00:08:17] We just sent out an email, people came back. [00:08:19] There was a lot of emails. [00:08:22] One of the principals wrote: “What I love about working with it wasn't always a phone call away or an email away. [00:08:27] She responds quicker than she should, even on weekends and evenings. [00:08:31] She always creates next steps and supports new ideas, and works to solve problems immediately. [00:08:36] Her responsiveness is unrivaled. [00:08:38] Having that close relationship and instant feedback between principal and superintendent is so powerful.” [00:08:43] So take note other superintendents. [00:08:47] Going in there… another principal wrote: “She's someone I look up to both personally and professionally. [00:08:54] A solid example of what women can do. [00:08:57] A person who connects with principals on a human level. [00:09:01] Dr. [00:09:02] E. [00:09:02] is the real deal. [00:09:06] A few things I appreciate about Susan, she is both kind and direct. [00:09:09] She's consistent as relates to decisions communication and management, she is student centered…” Which we always try and do here if we know that Kids First in the back of our studio. [00:09:17] It’s all about kids. [00:09:19] “She is both a systems thinker while always considering the impact on individual students and buildings. [00:09:24] She values relationships by establishing structures that allow principals to connect with her in a variety of mediums. [00:09:30] Building visits, one on ones, small group meetings and social media.” [00:09:36] I'll just skip to the last one here. [00:09:38] “There's so much more I could say but ultimately I feel incredibly respected and valued by Dr. [00:09:43] Enfield.”. Susan Enfield [00:09:45] The feelings are most mutual. David Morrill [00:09:46] So I'll leave you with these. Susan Enfield [00:09:47] Thank you. [00:09:48] That’s now my favorite award. David Morrill [00:09:50] Yeah it was… because you know sometimes the image we put out is not what the reality is and you are the real deal. [00:09:58] We have tons of great feedback about those relationships and what you do to support principals. Susan Enfield [00:10:03] Thank you for that. [00:10:04] That's a wonderful gift. [00:10:05] I will say that I think as with anything it really does come down to relationships and because I'm in my eighth year in Highline, I have been able to build relationships with my principals, both those that we've brought in from elsewhere and those that we've promoted from within. [00:10:17] And one of the things that I try to do to make sure that we do have, that we're doing that relationship building outside of the classroom and the central office is, I once a month have Sunset with the Sup. [00:10:29] And so I take about 8 principals, 10 principals out for happy hour. [00:10:35] And it's just a great way for us to just connect, and sometimes we talk shop, sometimes we don't. [00:10:41] But it's just my way of saying thank you to them for the work they do because, you know, I don't think we should get into a contest of who works harder in public education. [00:10:51] Everybody works hard in public education. [00:10:53] That said, I think the job of the principal today is is a very complex rewarding and time consuming one. [00:11:04] And so I have great respect for the principals with whom I work and they teach me a lot and they humble me and remind me. [00:11:12] I think when I need to rethink a strategy or maybe hit pause on something and one of the things I try to do is listen. [00:11:21] Because they're very wise, and they know a lot of times better than I, sort of what the pulse is within our buildings and so I think superintendents would be wise to listen to what their principals have to say more often. David Morrill [00:11:34] You mentioned a lot of things I want to touch on there in terms of relationships, longevity and that unique role the principal has. [00:11:41] We have this video, if you go to awsp.org/hourglass you can watch it, it’s an 80 second animated video, and if you think about the principalship as an hourglass, you know you have at the top you have your state policies, district policies, national policies that filter down, and they don't mean anything unless the principal implements them well. [00:12:00] With fidelity. [00:12:01] Right? [00:12:01] So you can have the best initiatives, the best policies, but it's up to the principal, at the school level, to implement. Susan Enfield [00:12:06] Totally. David Morrill [00:12:07] And that filters down through the teachers and then ultimately through the students. [00:12:11] But if you flip that hourglass over, then you have student needs, teacher needs, all that kind of boots on the ground things that come up, that filters through the principal, the principal says you know this is what's happening in the school, what I see as needs, so it’s a really unique role where they're kind of stuck in the middle. [00:12:28] And the more things that you add to that system and the more big grains of sand you put in the hourglass, if you don't have capacity at the school level, if you don't have the APs or the principal isn't supported, overwhelmed, then nothing really happens. [00:12:41] And we get a logjam. Susan Enfield [00:12:42] Yeah, yeah. [00:12:44] And I will say the demand’s on all of us right now in public education, and I think particularly in urban systems where the sense of urgency is so great to achieve equity and excellence, means that we are always facing one more thing to do. [00:12:58] And, you know, a lot of times when I'm out in a school I'll have someone say oh my gosh you know there's so much so much we need, we need more support, we need more support. [00:13:06] And I've learned to take the time and really stop and say, Tell me what you need. [00:13:12] And actually sometimes they can articulate something, but many times they can't. [00:13:16] And it's not that they don't need anything. [00:13:18] I think what they need first and foremost is to be heard. [00:13:21] And I think at the end of the day what my colleagues who are working in buildings want is to know that I know how challenging it is. [00:13:31] And that the decisions that we are making as a system at central office keep that front and center in what we do. [00:13:39] Now that doesn't mean that we don't still take on what we have to take on, and fortunately that's the nature of the job. [00:13:44] But how we help people prioritize, right, what they do and when, I think is critical to making it manageable. [00:13:51] Because it can quickly become unmanageable. David Morrill [00:13:53] For sure. [00:13:53] Especially, we see, I think the national statistics are one in four principals are in the same building after five years, and so if you have principal turnover, you're not building relationships. [00:14:03] And you need relationships before change. [00:14:05] You can't come in new, new to building, new to school, new to district and just expect to say, Here's everything we need to change until people trust you they understand where you're coming from. [00:14:16] So what what do you do to build those relationships and keep principals in the building longer? [00:14:20] Aside from listening and happy hour. Susan Enfield [00:14:25] I would say that having a good principal supervisor, right, so that ILED role, that principal supervisor role, I think is so important. [00:14:36] You have to have somebody who truly sees themselves in support of principals, and the principals see that as someone that they can go to for what they need. [00:14:43] I think as a superintendent then, you know my job is to really do a lot of the brokering, right, How am I brokering the resources externally and supports that our principals and schools need in order to succeed. [00:14:57] And I think that's the role that a superintendent plays. [00:14:59] But I would say that supervisor role is critical. [00:15:02] And one of the things that I think we somedays get right in Highline and some days get wrong is creating time and space for principals to come together. [00:15:11] They need that and they want that. [00:15:13] And what we struggle with is how how do we balance giving them that time where they just own it and it's theirs. [00:15:19] And using that time for that which we know we need to work with them on, and again I think some days we get the balance right and some days we don't, but most more than anything what I hear from principals, is they want time together. [00:15:29] They want to learn from one another, they want to commiserate with one another, they want to celebrate with one another. [00:15:35] And I think that's something that we could all do a better job of providing. David Morrill [00:15:39] Yeah, that's one of the nice things about being in a bigger system is that you do have some colleagues and peers and that's one of our big initiative at AWSP is to try and create more connections with members. [00:15:48] We know that regardless of the size of your district, you'll be a lonely job, and a very isolating job. [00:15:54] And so we worked hard to create regional networks and structure through our boards and committees, advisory councils, because we want principals to feel heard and feel like they have a place to even just kind of unwind and vent a little bit. [00:16:08] And you know we get, we've had a lot of great principals who give up a lot of time for us to serve on boards. [00:16:14] And I remember my first weekend working at AWSP, not my first weekend but my first weekend in the board meetings, I was thinking, well here we go. [00:16:21] You know I've got to go work on the weekend, and a board meeting with a bunch of principals, so I thought, I was expecting the worst. [00:16:27] What I found was it was incredible. [00:16:30] A great group of people, super fun but when you get them all together in their safe space it turned into like principal spring break. [00:16:37] Because you know they don't have the opportunity to unwind. [00:16:40] You know we've done a couple of surveys, two years in a row now, and you know 72% have said the job has a negative to slightly negative effect on personal relationships, the majority are working six days a week, I think 72% percent are working more than 56 hours. [00:16:55] So when you can give, that's why I love that, the sense that you know, the happy hours and just give them the opportunity to connect as people, to talk with each other, and a lot of times that’s when professional learning happens, that’s not scheduled, that’s informal. Susan Enfield [00:17:08] Yeah I would say too that because the job will take everything out of you. [00:17:13] Leadership in school systems today is not easy. [00:17:16] And so I believe very strongly that I have to model health and family first. [00:17:20] So I say that all the time, but I really have to walk it. [00:17:24] So I try to model it by the decisions I make, and being very public when I make time to take care of myself and my family, not that people need my permission, but it gives that permission, right, if the superintendent can do it then I can do it. [00:17:39] But I also think too, just being in touch with your principals when something happens. [00:17:44] I know I don't do it you know 100% of the time but I really try to be aware when something's going on in my principals personal, professional life, to reach out and just say I don't want you to worry about this we've got your back. [00:17:57] A few months ago actually I got a text on a Saturday from a principal whom I've known now for several years, and the principal just said, Do you have time to talk? [00:18:07] And I said sure. [00:18:09] So we talked and this person said I'm actually not calling you as my superintendent, I'm calling you as a friend. [00:18:15] This person had just gone through sort of a double family tragedy and was just sitting in their car just a little bit paralyzed on sort of, what do I do now. [00:18:26] And just wanted to reach out and just say, you know, I need help. [00:18:32] And I just need you to know. [00:18:33] And so we talked for a little bit and I made sure that we were doing what we need to do as a system to professionally support this person in taking care of themselves. [00:18:43] But I think sometimes, just knowing that when life happens, because life does happen, that work we'll keep going. [00:18:52] It does. [00:18:52] The work fairies don't come and do it for you in your absence in my experience. [00:18:55] But the beauty of being part of a team, and I do believe that in Highline we have a wonderful team, means you're not alone. [00:19:02] So we will take care of it while you go off and take care of you, and your family, because that's what matters, that's what's most important. David Morrill [00:19:08] Yeah, culture starts from the top, and you know we preach that to principals all the time, you know, that number one the reason that it’s the first criteria for principal evaluation, is that the culture of caring, building relationships, that matters. [00:19:22] We know students learn better when there’s a relationship. [00:19:25] You know they just want to be, they want to know that someone loves and cares for them and that has their best interests at heart. [00:19:32] More than they want to know calculus or AP History or…. Susan Enfield [00:19:35] That's right. David Morrill [00:19:35] So you know it's great to hear. [00:19:38] So what would you say, you know, to kind of wrap up here. [00:19:41] What do you think some of the takeaways are for superintendents, maybe start actually by talking about what can principals do, so if you don't have a great principal-superintendent relationship, and that's a two way street, but what are some things that principals can do to have better relationships with their superintendent or their supervisor? Susan Enfield [00:19:59] So I would say I think starts, first of all, and I tell this to superintendents as well, fit matters. [00:20:05] So where you choose to lead needs to be a very deliberate decision on your part and you need to make sure that whether it's a school or district, the values that you have as a person and as a leader match up with the values of that system and that system leadership. [00:20:20] So that's number one. [00:20:22] Choose wisely. [00:20:24] Number two, once you've chosen, don't be shy to build the relationship. [00:20:30] I can't tell you how much I enjoy getting an invitation from a principal or a teacher, for that matter, to come out, Hey, come out to our school, we're doing X. [00:20:40] Now the one thing I'll say is I need more than two days notice, and that's the other thing, my calendar kind of books up, but you know reach out to them and say, Hey we're gonna have these four performances this year. [00:20:50] I would love for you to get one on your calendar and I'd love for you to come so that I can show you what I'm so proud of in the school. [00:20:56] So build that relationship through the positive, and then I would also say, and don't be afraid to advocate, right, respectfully and professionally for that which you and your staff and your children in your school need. [00:21:09] And don't look at… it shouldn't be a central… I still think that too many people get mired in this antiquated model of school versus district. [00:21:21] We're actually all on the same team. [00:21:23] We're actually all showing up every day whether we're working in nutrition services, or driving a bus or working as a guest teacher or a paraprofessional or lead teacher or a principal or an ILED. [00:21:35] We're all showing up each day to make it happen for kids. [00:21:38] So remembering that you're all on the same team and not falling prey to that the central office is my enemy, right. [00:21:46] We're in it together. [00:21:47] I think it goes way way back. [00:21:51] And I think what I would say to superintendents is, aside from just the human factor, just from a strategic leadership standpoint, the only way I can guarantee quality in my school system to parents and community members is through the principals I hire. [00:22:08] Because I don't hire teachers. [00:22:09] I don't hire paraprofessionals. [00:22:11] I hire principals. [00:22:12] And then let them do that. [00:22:13] So the way that I can look a parent in high line in the eye and say, Your child is going to a great school with you know with a great staff, is because I have hired that principal and I believe that person is the right person for that school, and doing a great job. [00:22:25] So I think, as a superintendent, if you lose sight of the fact that the only shot you have at quality control in your school systems is through the principals you hire, you're missing the boat. [00:22:33] And so I think on a on a purely strategic level that's what motivates me. [00:22:38] But then I think you know I just so admire the work that our principals do. [00:22:43] I mean you know the first week of school I was out in a school building and one of our elementary school principals was lying on the floor with a little one who was having a hard day, you know, wanted grandma to come pick him up, and you know there she is, in her work clothes, lying on the floor having a conversation, and stayed there until they actually got him to a place where he could get up and move on. [00:23:06] That's what principals do. [00:23:08] And I would argue that one of the greatest gifts I haven't Highline, aside from our kids, and all of the staff. [00:23:15] I mean we have really exceptional principals. [00:23:19] I would argue some of the best, I would put our principals up against any in the country. [00:23:23] And I think that's a gift to me, because I have great colleagues, but more importantly it's a gift to the staff and students in that building because we also know that why teachers and staff stay in a building more than working conditions, more than compensation, is quality of leadership. [00:23:38] And so that quality of principal matters so, so much. [00:23:42] Just don't think you can overemphasize it. David Morrill [00:23:43] Yeah. [00:23:44] You summed up kind of the role of the principal right there. [00:23:46] No job too big, no job too small. Susan Enfield [00:23:48] That's right. David Morrill [00:23:48] Right. [00:23:49] That means lunchroom duty, backup janitorial services… you know whatever it takes. Susan Enfield [00:23:55] Whatever it takes. [00:23:56] That's right. David Morrill [00:23:57] So talking about principals. [00:23:59] I know you have, you could probably name, if I ask who your favorite principal is, you would probably give me every single principal you have in Highline. Susan Enfield [00:24:05] Yes. David Morrill [00:24:06] But thinking back in your past, was there a favorite principal maybe, you know, from when you were in school or somewhere along the way, that kind of inspired you or made you think about leadership in a different light? Susan Enfield [00:24:18] Yeah I think not only inspired me at the time but I think helped shape the teacher and leader that I am today. [00:24:26] I went to a Catholic school in San Francisco, K-8, and sister Damian was the principal there. [00:24:31] And I had known from second grade on that I wanted to be a teacher. [00:24:34] I used to teach my dolls and stuffed animals in my bedroom, which a lot of teachers actually did, if you ask that question in a meeting a lot of hands go up. [00:24:40] And she knew that I love teaching, wanted to be a teacher. [00:24:45] And so let me basically help teach the kindergarten summer school program. [00:24:49] As an eighth grader. [00:24:50] So here I am, in eighth grade, and she's giving me not just a leadership opportunity but also tapping into something that she knows I have a deep interest in and sort of really fueling that love for teaching that was already sort of in me, but I think propelled me moving forward to know that I wanted to go into teaching and then eventually leadership. [00:25:11] And I would argue that it was those and I could probably speak to you know maybe half a dozen of those seminal moments in my life that helped me become the teacher I am but more importantly the leader I am, and probably was the beginning of what has become our Highline promise, to know every student by name, strength and need, so they graduate prepared for the future they choose. [00:25:33] Because Sister Damian, she knew me, and she knew my strengths and she knew what I needed. [00:25:39] You know my home life was not very smooth and easy all the time, and I felt I had a sense of belonging and a sense of being seen and a sense of being valued. [00:25:49] And at the end of the day that's what every child wants and what every family wants for their child. [00:25:53] And the more that we can commit to making that a reality in our public schools every day for our kids, the stronger our public school system will be and the greater support we'll have for public schools in our country. David Morrill [00:26:04] Sister Damian? Susan Enfield [00:26:05] Sister Damien. David Morrill [00:26:06] Damian, yeah. [00:26:06] So she unknowingly could be part of our future educators month. [00:26:10] So February, we’ve branded future educators month, we've had the thing called Give’Em your Keys campaign, so the idea is that the principal can come to a teacher or even a student and say…. Susan Enfield [00:26:21] It was a long time ago, David, I'm older than I look. [00:26:23] So yeah. David Morrill [00:26:25] I see great leadership potential in you, I could give you the keys to the school. [00:26:29] She was involving you in teaching. Susan Enfield [00:26:31] It was great. David Morrill [00:26:32] And that's what we're hoping that folks do. [00:26:34] Because we know we need quality people in education, and we've talked about some of the statistics. [00:26:40] It's not an easy job but it is a very rewarding job. [00:26:43] And so we're asking, all this month, students or teachers if you see students that you think that would make great teachers, to tap them on the shoulder and say, Have you thought about a career in education? Susan Enfield [00:26:53] I love that. David Morrill [00:26:53] And if you're a principal and if you have a great teacher that shows leadership, Have you thought about that? Susan Enfield [00:26:57] I think whether it's about teaching or paraprofessional or assistant principal, principal, assistant superintendent, Superintendent, I don't think we should be shy about talking about the challenges of the job. [00:27:08] But I think we also have to equally talk about the joys. [00:27:11] Because we want good people, mission driven, equity driven people to go into these jobs and if we only talk about how hard it is, no one's gonna want to go into these jobs. [00:27:21] But at the end of the day, and now I think people probably will tune me out when I say this, I say it so much, I say this about the job of the superintendent but frankly I think it applies to any job in public education, particularly principals. [00:27:35] When people ask, do you love your job, I say most days, but every day I love the work. [00:27:43] And I make a clear distinction between the job and the work. [00:27:45] And I tell this to my principals too, because the job grinds you down. [00:27:49] The job is the politics, the nastiness, the hypocrisy, the distractions from what you really want to do. [00:27:58] But the work… the work of serving children, that's a gift every day. David Morrill [00:28:04] It’s like my mom used to say to my sister I don't always like you but I will always love you. Susan Enfield [00:28:08] That's right over the top. [00:28:10] So you know we enjoy the job on the hard days and most days we don't endure it, most days we love it. [00:28:14] But on the days where it's hard, we enjoy the job for the sake of the work. [00:28:16] And I think that would be equally true for our principals, because there are hard days. [00:28:21] But if you focus on the work, which is your why, the kids are our why, and that's why we do the work, keeps you in it, even on the hard days. David Morrill [00:28:29] Well that is a great reminder. [00:28:30] I think that should pretty much wrap up our episode. [00:28:33] I want to thank you again for being here, thank you for all you do to support principals especially, because obviously that's our lens here. [00:28:40] That's what we're all about. [00:28:42] And thank you for all you do for kids. Susan Enfield [00:28:43] Thank you. [00:28:44] It's great being here. [00:28:45] Appreciate your support of our principals as well. David Morrill [00:28:46] Well that's it for us, so tune in next time for another episode of AWSP TV. [00:28:51] Just a reminder, you can subscribe to this on YouTube so that you never miss an episode, we also will turn this into a podcast, if you don't want to sit down on your computer you can listen in the car…. Susan Enfield [00:29:01] We might look better on a podcast. David Morrill [00:29:02] We might look better on the podcast. [00:29:04] Yeah. [00:29:05] I would for sure. [00:29:07] All right. [00:29:07] Well thank you for tuning in the game and see you next time.