Mitchell Hegland

Eagle Heights Spanish Immersion School
Eden Prairie, Minnesota
Mitch_Hegland@edenpr.k12.mn.us

Best Practices

1) Parent and Community Relations: There are so many important facets of the role of Associate Principal. I am lucky to work directly with students, staff, families and our community. One area I would like to focus on is the latter, parents and community relations. Throughout my career I have had the opportunity to work in a number of different schools, each one unique in their own ways. However, none have been as special, engaging, or generous as the families and community of Eagle Heights. I am happy to say that I have strong relationships with so many of our students and families. I believe this is true because I work hard to be sure that each family knows they are heard and valued as an important, contributing member of our community. This begins and ends each morning and afternoon as I joyfully greet students and families in our parent drop-off and pick-up line. I love this part of the day because it is my opportunity to start and end students’ and parents’ days with a smile and a strong sense of belonging. I bring this attitude and energy to each interaction I have with students and families. Even, and especially, during those difficult conversations when things have not been at their best, it is my purpose to enter these conversations with empathy, care, tact, and love. The other thing is that I simply show up. It is very rare that I miss a school event. Be it a concert, a weekend Fun Run, a Cultural Celebration or most anything else. I do this because I care about our community, and I know parents notice and appreciate it. This is another way I build individual relationships and a stronger community with our families and staff; day by day, with each intentional interaction. Along with this are the practical pieces of running a well-managed, student and family-centered school culture and climate. Because, let’s face it, just being nice is not enough. It is important that staff, students, and families have what they need to be successful at school. Our families demand this of us, and rightfully so. I have been told that parents know me as the “go to guy” when they need something done, changed, or just to be truly heard. This is a huge part of my role, equipping staff and parents to have what they need to do the important work of educating our students. This is vital because it brings confidence and peace of mind to our community that we are responsive, engaged, organized, and student and family centered. I believe we have a well-run school, and I am confident our parents would share this sentiment.

2) Teacher and Staff Development: I love partnering with our staff to foster their growth and development as educators. In my work over the years, I have had the opportunity to lead a number of staff development opportunities. Be it, a new math, reading, science, or social emotional curriculum, each of which I have helped lead over the years and most recently, new learning about the science of reading and all this entails. I have helped lead and facilitate each of these new district initiatives and the resources that accompany them. I have enjoyed learning alongside my colleagues, equipping them with both the knowledge and the resources so that they are at their very best for our students. This is always important, exciting and rewarding work. Additionally, I have advocated and helped bring forth schoolwide initiatives such as PBIS, MTSS, Responsive Classroom, and most recently The Catalyst Approach to our staff. This learning has been transformational in our practices and is evident in our classrooms and student experiences. Not to mention how this transforms our community, climate and culture. However, my favorite and most intimate form of professional development comes in the form of our observation cycles. Having been trained in Cognitive Coaching, I apply these skills to the work I do with staff members as we work through each lesson. Though in the end these exchanges are evaluative, I explain to my staff that first and foremost, the opportunity is one of growth and this is what we focus on. It is my goal to help staff members set goals and work to achieve them. This lies within the coaching and is powerful learning when I see an educator find the “answers” to what they are looking for, discovering new ways of connecting with students, or understanding the power of relationships and strong pedagogy. It is through this important work where teachers truly own their learning and growth, and it becomes embedded in their work and DNA. As we know from John Hattie’s (December 2017; visisblelearningplus.com) work, the most effective factor we can offer for improving student achievement and experience is a highly effective teacher, and more specifically, schools with high levels of collective teacher efficacy. I believe wholeheartedly that the feedback loops that we engage in throughout these processes are an invaluable means for professional development and growth when done with tact, care, and intention. This is the lens with which I enter each of these conversations and I believe it has served many staff members well.