PMP507: Steady Leadership with Paden Morris

Speaker A: Principal matters podcast, episode 507. Hi, friends, this is Will Parker, back with my co host, Dr. Jen Schwanke, for another Principal Matters episode of Jen. This week we're going to be talking to a good friend and a longtime listener, Principal Peyton Morris. This is a conversation with a leader who, um, leads a school in West Virginia. He was named the 2026 West Virginia School Counselors Association Administrator of the Year. And I was just so privileged to have a practicing Princip in the room who's just doing such good work and, um, uh, hello to you because he listens to, um, you and me talk often. And Peyton, thank you for being this week's guest. But before we introduce you to Peyton, uh, we always take an opportunity for Q and A. And Jen, um, this is a question a friend of mine asked me recently, and this has happened to me twice in probably the last month where I'm sitting down with somebody, maybe it's coffee meal. And they'll say, will, what would. What do you think the solution is for the state of U.S. schools? And I don't know about you, but I don't like that question because it's so big and complex. But I just wanted to just say it out loud. You know, we're releasing this at the beginning of July. If people are listening to this as they are enjoying summer and getting ready for the holiday, they're probably going to be having people asking that question, too. Um, around the table or the celebrations.

Speaker B: Um,

Speaker A: what do you say when people ask you that question?

Speaker C: Well, you're right. I hate the question because it's so complex and there's not a single answer. But my thought when people do ask me, I say, well, tell me what you're talking about. Because depending if we lined up a thousand people and we said, what do you think is wrong with schools? You'd get a thousand different answers. You would also get some people saying, my kids school, my district is amazing. There isn't anything wrong. And so I think it's an erroneous assumption to lump everything into a state of despair. As a matter of fact, I talked to a colleague not too long ago who said, actually, given all the Systems in the U.S. in most places, schools are actually working quite well. Many, many students are getting a free and appropriate public education. So that's something to hang on to. I do think we haven't yet cracked the code with urban education, and typically what happens is we throw more money at it, but the money comes with so many complex systems that are hard to navigate. That many times the money is not, um, as impactful as we would like. Suburbans, um, and rural districts, all three of those buckets, they're very, very different. The approaches are different. The leadership has to be different. The communities are different. We haven't been able to figure out a funding formula nationwide that works. And nobody likes anybody else to touch their money, so that's gonna be a hard lift. But I think what I'm trying to say here is let's not forget that many times education is going well. It's easy to be mad at schools, but that's not actually fair. And the funding pathways have not been solved. And urban education is getting a lot of the attention for failing schools. So that's where I think we need to focus. And people are. People are doing that work. Um, so many people working so hard.

Speaker A: Yeah.

Speaker C: And have to hear these questions over the July 4th picnic, you know.

Speaker A: Yeah. I came. I was able to attend a conference in Dallas, Texas, um, at the Texas Association. And one of their, um, keynotes was Liz Dozier, who was an administrator in Chicago. And now she leads, um, an organization that focuses on school improvement. And man, Jen, she. She was so honest about her own story of stepping into a failing, struggling school where one day they had so many fights, had to call in 20 policemen to establish calm. But she was also really honest that she thought initially she could just, like, discipline kids out of, you know, into submission. And then she realized all the things you and I have been talking about. And so it was. She did such an eloquent job of the story of that transformation of that school to becoming the place where students and kids were proud, where students and parents were proud for their children to attend. And she was in it. She was committed for the long haul to transform that. Those outcomes. But as I was listening back to that conversation, I was hearing her say three things. And I've said these three things to you before, and you. And I've talked about them so many times. But thing one, she got really clear on her beliefs, like, of what is possible for these students to experience and what is the belief I have for, um, what a real, productive, flourishing school should look like. Two, she got really clear on her systems, which is, how do I build the systems that support the outcomes that I want? And three, she got really clear on the relationships she had to build from teachers to students to parents, to really have people feel like they belong, um, so that they could step up to those expectations, into those systems. So when people ask me that question, it's hard Because I know that it's laced with all kinds of politics a lot of times. And what I want to tell them is, um, I can't tell you in one sentence the solution, but I can introduce you to people that are doing the work in urban settings, in suburban settings, in rural settings, in every single one of those settings. I know leaders who are transforming their school communities. And Jen, you're right. Gallup polling in 2025 showed for the, like, 11th straight year that the public perception of schools is that they're all failing. Fs. They gave parents gave schools Fs across the board. When they ask, how would you grade the nation's schools? And then you also know this when they ask them, how would you grade your own child's school? The average was B's across the board. So there some. There's a disconnect. If we know there are schools that are my kids. Schools being successful, then maybe there's a perception problem too, that we think that all those other schools out there represent everybody else. And it. They. And they don't. It's, um. So I just want to encourage our listeners when they're being asked those questions, not to step into the. I think it's a false assumption that all schools are failing when that question is asked. And to answer that question with perspective, because there are schools that are failing, but there's also schools that are. That are doing really well. And how do we raise people's understandings of the difference between the two?

Speaker C: Well, and I think school leaders bear a huge responsibility to change that narrative. I was in Chicago last week working with an amazing district, by the way, Deerfield, um, number 109amazing administrators. I walked in the room and I said to the gal, um, who had become. She's. I said, I love the way this group feels. Like the air in the room is so positive. And I said to them, guys, we're not doing anybody any favors when we walk around the world talking about how hard this is and how awful this is and, and you know, talk about, you know, that the one fight. Um, and I know there's some schools that have, you know, do have to call in reinforcements because there's bad, bad days. But, um, we. We bear the responsibility for changing this narrative too. And so when people ask me, you know, how's it going with your job? I try to say, gosh, really well, the people are incredible. We're working really hard. We've got some things with it. You know, every day there's a new problem to solve. But overall, it's an amazing way to spend time working with, with kids and, and teachers and leaders. It's. I wouldn't want to change a thing. That's the kind of thing we need to be saying to the world.

Speaker A: Well, it reminds me, Jen, of when your mom. You, uh, told me the story of when your mom will call you and just say, tell me about your day.

Speaker C: Yeah.

Speaker A: Because some. Because you have such a cool job of. Such an interesting job of every day. You're. You are experiencing something that most people would be like, wow, I never have that experience at my work.

Speaker C: Exactly.

Speaker A: And so you're right. It's a, uh, it's a privilege, it's an honor, and it's a blessing to be a part of the work. And so when people ask those questions, big questions, I think it's so important to not be afraid of the question, but then point them back to the parts of school that have always made school the place we wanted to create for students, even if that not every place is perfect or your experiences may have not had. Everybody has their own experience, too, of how they define school, um, and how they want it to be. And I don't want to pretend for a second that anybody's got it all figured out or have the perfect school. They don't. But, um, they can have a healthy school. That's right. And, um, that's the difference. So. Man, Jen, thank you for letting me pick your brain. Um, can you remind listeners how they can stay connected with you and your wonderful resources?

Speaker C: Absolutely. Reach out to me anytime at my website, Jenn Schwanke.com and you can also subscribe to my newsletter, Principal Problems, at that website.

Speaker A: Yeah, I read it every week as soon as it comes out, and I cannot wait for everybody to have, um, that in their inbox. So subscribe to Jen's newsletter today. And if you are listening to this and you're not a subscriber to our weekly, weekly, Monday and Wednesday newsletters that come out for Principal Matters, then just go on the website and you can subscribe there, or just send me an email and I'll send you the link. Um, but you can find all Today's resources@williamdparker.com or at our new website address, principal matterspodcast.com until next time. Uh, I know you're going to love this conversation with Peyton. Thank you, Jen. And we, uh, just want to wish you guys a great week and thanks for doing what matters.

Speaker B: Let's take a moment to thank our sponsors, and then we'll be right back. Everyone talks about the power of data driven instruction. What does that actually look like? Look no further than Ixcel, the ultimate online learning and teaching platform for K to 12. IXL gives you meaningful insights that drive real progress, and research can prove it. Studies in nearly all 50 states across the US share show that schools that use IXL outperform other schools on state tests. Educators who use IXL love that they can easily see how their schools are performing in real time to make better instructional decisions. And IXL doesn't stop at just data. IXL also brings an entire ecosystem of resources for your teachers. With a complete curriculum, personalized learning plans, and so much more, it's no wonder that IXL is used to 95 of the top 100 school districts. Ready to join them? Visit iexcel.compm to get started. Support for Principal Matters comes from DigiCoach and its walkthrough tool. I want you to picture walking through classrooms observing teachers and students. In just 10 minutes you'd hope to see good instructional strategies and student learning taking place. Or maybe you have questions about something missing from instructions, instruction or planning. Instead of taking 30 minutes to write a follow up email or leaving your teacher unsupported, wouldn't it be great to have an app on your phone or tablet where you could send immediate feedback while, um, also collecting data? Enter DigiCoach, customizable walkthrough and coaching tool created by school leaders for school leaders with thousands of pre written research based commendations and coaching tips empowering you to provide quick, actionable feedback. DigiCoach is not an evaluation tool. Instead it's an easy to use feedback and coaching tool, an efficient way to store your notes and collect data for improving student outcomes right in your hands. Uh, it can be used on iPhone, Android or tablets and includes speech to text functions. Make the most of your walkthroughs with a tool that saves you time and enhances meaningful feedback to your teachers. Go to digicoach.com to learn more and please tell them Principal Matters recommended you check them out.

Speaker A: That's digicoach.com you're listening to Principal Matters,

Speaker D: the School Leaders podcast.

Speaker B: Hi friends, this is Will Parker, host

Speaker A: of Principal Matters, the School leaders podcast where each week we bring you inspiring, innovative and imaginative ideas for your own school leadership. And this week I want to talk about steady leadership with my special guest, Peyton Morris. Peyton Morris serves as Principal of Tyler Consolidated High School in Tyler County, West Virginia where he has led for the past five years. Known for his steady leadership, Hayden is Passionate about helping staff and students believe in their own capacity for growth. He is a believer in collaboration and committed reflection, continuous growth, and building a school culture where belief drives performance.

Speaker B: A husband and father of a curious

Speaker A: three year old, Peyton is intentional about balancing leadership and family while, uh, prioritizing what truly matters. And in 2026, in fact, at the time of this recording, just yesterday, he was recognized by the West Virginia School Counselors association as Administrator of the Year. Peyton Morris, welcome to Principal Matters podcast. Why don't you fill in the gaps in that intro and tell listeners something else they may be surprised to know about you.

Speaker D: Thank you. Well, I'm just very, uh, happy to be here, very happy to talk to you. This is kind of like a dream come true. Been, uh, listening to your show for a long time. It's had a great impact on, on me personally and professionally. Um, and I share your words and wisdom with as many people as I can. Um, this is my, uh, 12th, 13th year in education. Uh, I started as a special education teacher. I went m to school to be a science teacher. Um, so I've taught science, taught special ed, taught math for a little bit, and I got into the world of career and technical education. Uh, and then soon after that made the leap into school, uh, administration. So, uh, I'm very, uh, pleased about all the opportunities I've had through my professional, uh, endeavors. And um, I'm just excited to be here and tell, uh, you a little bit about some exciting things that are happening at my school.

Speaker A: Well, we're excited to have you. And just so Principal Matters listeners have some context. I mean, we have corresponded for years. You've been a great listener to the show back when you were just stepping into leadership. And I'm kicking myself that I hadn't had you on the show yet. But when the last time we connected, I just started picking your brain and was like, man, Peyton, you need to

Speaker B: be on the show.

Speaker A: And then we had no idea until literally yesterday you emailed me because we'd already had the setup. We were, uh, exchanging notes for the recording when you told me you just yesterday found out you're recognized by the West Virginia School Counselors association and its Administrator of the Year. So, wow, what perfect timing, uh, to pull together.

Speaker B: You've had five years now to build a really strong school environment there, but

Speaker A: you've been doing this work longer than five years. You've, you've, your career has been in Tyler Consolidated High School, um, although I know you had some, uh, uh, time in the elementary as well. As the high school settings. What are some of the outcomes you're most proud of right now as you guys have been maintaining and building momentum in your leadership?

Speaker D: Yeah, I think, uh, probably one of the things I'm most proud of is when. When I took this position, we were coming right out of, you know, the pandemic, which was immensely difficult on. On schools and on. On students and staff. And, you know, I think that I got to really witness firsthand some of the challenges that, um, coming out of that post and, uh, to just kind of rebalance, uh, recollorate and, you know, recondition ourselves, um, for school, um, was a challenge. But, uh, one of the biggest things that, you know, we focused on was, you know, making school feel normal again. Um, you know, because when I first started, we were still wearing masks. Um, you know, so it was even trying to get to know your students, get to know your student body. You felt like there was a barrier there, um, you know, through that. So, um, you know, working through those early challenges, um, and really turning a hard corner, um, and putting ourselves on a trajectory for. For strong success, you know, something I was really proud of. And, you know, we have strong, Very strong staff, very strong support staff, ah, strong support from our district office. So. And that's what it took. I mean, it took a entire team effort, um, to get us back on the path that. That we knew we wanted to be on and that we could be on.

Speaker A: You know, sometimes talking about practice, um, can feel odd because you do the work so much. Sometimes you don't recognize when you've done been doing something that maybe when you take a step back from it, you're like, wow, how did we do that? But I want you to back up and tell us the story of how did you learn as a leader to. Because I know what my temptation as a leader is to try to control. But we've talked before this recording too, about some of the ways you've had to learn to let go in order to build capacity in others. So tell us how you've been able to. To do that, Peyton. What are some ways you guys have been able to share the capacity of. Of the growth that's happened in your school? Yeah.

Speaker D: Um, one of the first things, you know, that I established and re. Established, uh, as a school principal was the capacity of what a strong leadership team can bring to a school. Um, you know, so we. We identified, uh, challenges, we identified strengths, we identified weaknesses. We worked collaboratively together as. As the experts. I mean, your staff each bring unique expertise to the table, um, so leaning on them for guidance, um, kind of, that was our big first shift really, was to identify a, ah, common direction, an ultimate goal, um, and to build our culture and climate around that. Our mission statement at Tyler Consolidated is to make it possible for all students to be self supporting, contributing and caring citizens. And you know, we really dialed in on that, um, and we made a, you know, determination that every decision we made would revolve around that. And um, that started with us as a staff, um, and then continued to grow with, you know, our students as well. Uh, something that I, uh, followed in the footsteps of our superintendent was an advisory council of students, um, to where I could work directly with them. Um, because something I often say to them all the time is there's, you know, 360 some of them, there's one of me, um, they have a far bigger impact on the culture and climate than I can have. And I don't think they at first recognize that responsibility that came with that. But, um, you know, we have great kids and they do great things. Um, and then just getting back to focusing and recognizing that and celebrating that, um, has been a big, uh, push for us for over these past few years.

Speaker A: Wow. Well, I want to circle back on a couple of things. One, um, you have that mission statement memorized?

Speaker B: Say that again.

Speaker D: Peyton, what's your mission statement mission of Tyler? Consolidate high schools and make it possible for all students to be self supporting, contributing and caring citizens.

Speaker A: And I kind of say this slowly.

Speaker D: Self supporting, self supporting, contributing and caring citizens.

Speaker A: Wow. I love that. Tell us a little bit more, especially for listeners who are curious, um, a little bit more about Tyler Consolidated High School because you've got. What'd you say? About 360 students.

Speaker D: Yeah.

Speaker A: That means you can wrap your arms around that community. You probably know everyone. Um, but tell us a little bit about what it's like to, um, to live there and what are some of the things that your kids get to be involved in that you're so proud of?

Speaker D: Yeah. Um, so just to contrast from my experience as a student, I went to a high school that had about 1300 kids in it. There were 370 kids in my graduating class. So there's as many kids in my school building right now as I graduated with. So coming, uh, to a small school as a professional, uh, I developed a deep appreciation to what a small school setting can bring, um, to students. You know, when I got here as a, as a first time first year teacher, I knew as long as I was going to be in education. This is where I was going to be. Um, you know, there's rich tradition, strong history, high expectations in this school. Um, you know, and that's. That's the kind of culture that you want to be a part of as an educator. Um, but our kids, um, you know, they are heavily involved. They are some of the busiest, uh, individuals I would know, and I emphasize. And us, our staff emphasize that to them, we want them involved. Um, over the course of the last three years, we've tracked their extracurricular involvement rate. Uh, three years ago, we were at 86, then 89, and then last year we were at 93%, um, involved in some sort of extracurricular activity. And I'd say we're going to be right around that 90 to 93% again this year. Um, and that's a huge testament to the opportunities that our staff provides them and the level of commitment that our kids, um, bring to the table. And an involved kid is a successful kid in my mind. If they have something attaching them to school, that's not just school itself, um, that increases motivation, that increases opportunity, increases confidence, all those things that we're trying to develop and instill on them, uh, as they work towards becoming graduates. Um, so some of the programs that we're really proud of, um, we have a incredibly strong FFA program. Um, we have three of the best agricultural education teachers, uh, in my opinion, in the state of West Virginia, and in my opinion of the best, um, you know, we have an incredible band program and music program. Um, are. We're the, you know, one of the most successful, if not the most successful band in the state of West Virginia. Um, you know, we have over 50 kids in the band. We probably have over 70 kids in the FFA and then other programs like FBLA, uh, our athletic programs. Um, you know, we have just a strong community of involvement, um, from staff and students, which just makes this place special.

Speaker A: Peyton, uh, kudos to you and your school community and your students. Um, 90% plus students involved in extracurricular activities means kids don't want to miss school. Yeah, um, when they're involved in something they love to do, they want to be there. I was just visiting a school last night. A friend of mine invited me down for a, um, an evening to celebrate. And, uh, and that's what they were talking about. It's like, we want this to be a place where kids want to be and, um, and kids want to be there. If there's 90% plus of them involved in extracurricular activities. I also want to come back to that mission statement because you know, every school has, has one on a wall somewhere, but you memorized yours. Self supporting, contributing and caring. You were, you guys were careful about picking those words. Why, why were those your, why were those the words you guys decided to gather to center around?

Speaker D: Yeah, well, when, when I took the position that was, we had a mission statement. It was quite long it would possible to memorize. And us as a leadership team, we kind of just chose those highlights because we felt that communicated a strong message of what the goal was that we wanted them, um, to achieve here before they graduate. You know, uh, I often tell our kids it's four years, it's like four pages in the book of life. But it's some of the most important pages that they're going to flip through, you know, as a student here, because it sets them on a path of trajectory of what's to come next. And what's to come next for a high school student is the great unknown, you know, in a lot of ways. Um, so you know, the big thing that we push and I'd say probably my, my kids probably get tired of hearing it because we communicate it often in our messaging, it's on our daily announcements. Um, but you know, self supporting, we want them to leave here to be able to take care of themselves and the others that they, they care for. Um, contributing. We want them to be involved in something, um, whether that's employment, enlisted in the military, enrolled in college, you know, something that's going to keep moving them forward on their path. Um, and then most importantly, and the last one is caring. You know, we want them to care for themselves, we want them to care about others. Um, we want them to develop skills that make them a high quality human being, um, to where that no matter where they're at, they're going to bring that piece to the table.

Speaker A: Wow. What I love about that too is, um, especially those first two words, self supporting and contributing. They're almost two sides of the same coin. Um, because on the one hand you want students developing self reliance and grit and perseverance and all those things that it takes to, to be able to show up and, and can and be the best versions of themselves and learn how to be self starters. All those words can be part of that. And that contributing part is the other side of that coin, which is, well, why though, why do we want you to develop those kinds of skills, gifts and temperaments and personalities and character traits so that you can collectively be a part of something that is giving back and that's helping in that. And then that caring piece is such a testament, I think, to the values that you guys, uh, model and expect, which is that this is going to be a place where we take care of each other. And, Peyton, I. I know you're like me. You do this work because it's a calling and you're passionate about it, but when people begin to criticize schools, it. You know, there's so many general criticisms of schools out there. I just love to hold up examples like yours, where that's not just a model on the wall, that's a commitment you guys have made, are making and will continue to be making. Um, anything else you want to add to that before I change gears?

Speaker D: No, I think, like, the importance, you know, of just, uh, you know, collective efficacy. I know that's like a buzzword, but getting all the people to the table, working together, you know, having a clear direction, you know, and most importantly, where I think some people kind of meet a roadblock is that has to include your kids. You know, it has to include your students. Um, you know, they have to know that, you know, they can approach you, have those conversations, work through some of those challenges. I often meet with. I just met with our ninth grade, uh, two weeks ago. I spent a day in the classroom. I asked them what's one thing that's going really well for them this school year? What's one thing that they've been challenged with, and what's one thing that they find trivial about Tyler Consolidated High School? Like, they don't, like, don't understand, want more information about and. Because they deserve an explanation on why certain decisions are made. Um, you know, and I think that's important.

Speaker A: That's so good. You know, when you and I were talking off recording, you told me this great story about when your superintendent gave you a rock.

Speaker D: Yeah.

Speaker A: And. And you adapted this, um, acronym. And I tell that story. And. And I'm also really curious, um, how you apply that, because you're. Even though you're a small community, like every community, you're not insulated from criticism or the craziness on social media or negative public opinions. And so how does that, um, the story of that rock help you stay centered at times, too?

Speaker D: Well, I think, uh, you know, uh, kudos to our superintendent as a young administrator, you know, he recognized that, um, you know, when you take this leap into this profession, it comes with criticism, critiques, all those things. Um, and you get, you know, in yourself as a position where you Feel like you're defending your school all the time. Um, and, you know, and I needed to reframe that a little bit. And part of that was, you know, through his guidance. And, uh, he had given us administrators, uh, a rock. And on. Painted. Painted on it, it said DWR and it stand for don't water rocks. Um, and basically his message was, is don't put your time and energy into things where you're not going to see things change or growth or beyond your control. Um, you know, if certain. Certain opinions are there, you're probably not necessarily going to change those. And if you are spending your energy and time to do that, you're probably missing out on opportunities to work with your kids, to work with your staff, and to invest your time where it truly matters and where the impact is going to be made inside your building. Um, you know, so it led me to a point, too, just through other guidance where I got to us and I communicated with my staff. I said, you know, I will defend this place, uh, every day, but I'd rather be proud of it, you know, and so rather than defending the work, my m message was, let's be proud of the work, you know, that we're doing and share that pride, because sometimes we're not vulnerable enough to. To do that. Um, you know, and that. That's what we need, you know, to. To work through these challenges. You have to share the things that you're proud of.

Speaker A: Oh, my gosh, I'm going to steal that. Um, Peyton, I'd rather be proud of this place than to constantly be defending it. And what I appreciate about that is, I mean, obviously there's times where you have to have crucial conversations and speak directly to whatever is being is coming your way. But if that becomes the place where you're pouring all of your attention, then you're missing out on the opportunity. I call it the, you know, the 5% distracts you from the 95. You're spending your time on that 5% of negative energy or feedback or problem solving when 95% of your people are typically doing great work, good learning, having a wonderful day, exhibiting excellence. And so how do we get that light back on the 95%? And for leaders, I'm, um, just going to speak directly Principal matters listeners, because I've had this conversation so often with friends who I talk to or coach. Um, you're gonna have something negative to respond to, I guarantee, probably by the end of today. Um, but when you are messaging for your school, when you're sending out an email to the staff. When you're putting something upon social media, don't let that negative thing be what motivates you. In other words, don't take a posture of defense. Just like you said, focus back on. Okay, I've heard that negative thing I've dealt with. But now what are all the amazing things that have been happening that people need to know about? Because that's why we're in school and that's why people want to be in school. Anything you want to add to that?

Speaker D: Yeah, I think, uh, and you know, we've talked, I listen a lot, I read a lot, you know, and I want to think like, maybe uh, Joe Sanfilippo kind of motivated me and I saw him at the summer conference and I remember him talking about being defensive and, and things like that. So, you know, I just uh, as you said, I credit a lot of, uh, of my own mindsets and stuff from the things that I do in reflection of the things that I read and I listen and, you know, I think that's an incredible, uh, piece that people need to keep in the front of their mind too, is that you're always learning, um, and in this job you have to learn.

Speaker A: Yeah. Well, let's talk about something else you've had to learn to do because you've made a pretty major shift in the ways that you and your students and staff have been working towards standards based grading. And so I'm just curious, how have you guys been able to make that shift and what difference has it made in your, in your outcomes and in your culture?

Speaker D: Yeah, well, I think what we really started to realize, you know, coming out of the pandemic, um, is that compliance became more of a motivational technique. You know, we, um, we're trying to get back to routine and things like that. And then we realized, you know, we're not seeing the growth academically that we would like to see. We're not bouncing back to the height that we had hoped to. Um, so we needed to really dive in and try to find like, okay, what, what is it? What is going on? And what we really realized was that, um, you know, we were designing assessments that were more for, um, you know, compliance based behavior and rather than deep learning and intentional application and evidence based criterion and stuff. And we realized that this wasn't really helping our cause. Um, so it's, it's. We started a summer cohort, um, this past year and I thought initially, and this is kind of like the status quo for me, biting off more than I can chew at Times I thought, well, I'll have, you know, three to five people really want to dive into this and, and learn and make some changes. Well, our last session I think we had like 21 people at the table.

Speaker A: Wow.

Speaker D: And uh, you know, that included some of our staff members at the middle school. And I thought, wow, you know, we've really caught, you know, momentum here and they've really started a really strong conversation about being reflective and on our past, uh, practices and really see a need to make a step forward. And I thought, wow, this is, this is great. You know, um, you know, we're really going to, uh, down this endeavor as a high school, which is a little bit atypical, um, because, you know, GPAs, transcripts, you know, that stuff is a real motivational factor and it's a legitimate factor. And we're going to kind of change our practices here to be more focused on, on, you know, evidence based criteria, applicable learning skills, clear definitions of proficiency levels, rather than arbitrary conglomerate averages, you know, that are generated in, you know, gradebook programs. Um, so it's not been, it's not been, uh, easy, I, I should say, but hard work you generally had comes with good results and I think that's where we're at right now.

Speaker A: Wow, I, I appreciate how you explained that, that shift from, um, compliance to deeper learning. And I'm gonna bet as a result you've actually seen increases in performance among students. I also know Peyton because we've corresponded and talked off the recording that one, um, of the guys I've had on my show, good friend of mine, Garth Larson, has connected with you too, around standards and evidence based talk about your relationship with, with them. Because First Educational Resources is, uh, I'm a big fan of their work and I want listeners to, to know how that relationship helped you too.

Speaker D: Yeah, so I, I first heard from Garth on, on your podcast. And um, you know, so as soon as I kind of listened and everything he, he spoke about really resounded in, in the moment where my mind was at. You know, I was actually exercising, walking the halls, uh, you know, towards the end of last school year, listening to that episode and I thought, man, uh, I need to kick this off. I need to see if there's interest, I want to see if there's momentum to go in this direction. Um, so I pulled a lot of the resources from, from them and uh, you know, attended some virtual professional development. You know, any opportunity to learn for free is a great opportunity. And so, uh, I taken advantage of that. I bought, uh, his book, um, you know, the fires of grading reform, and that's really been a useful tool in the conversations with staff and conversations with parents and guardians as we navigate these changes. Um, and I'll tell you, like, those that have, in my opinion, and conversations that have adjusted best have been the kids, uh, you know, which to me that is just a testament that, yes, we're moving in the right direction because, you know, having opportunities to, um, you know, receive intervention to relearn skills that they may not have gotten the first time, opportunities to reassess and demonstrate their learning, uh, later down the road, you know, and knowing that the conditions of that exact day, moment in time aren't going to be detrimental to their learning, um, it's really shifting us to that growth mindset piece that you want kids to leave here with, you know, that you want them, um, to be forever a learner. Um, so now we're starting to design a system, implement supports that allow for that to be possible.

Speaker A: Well, I'm going to make a note to myself to put a link to the first educational resources website in Garth's, uh, content and maybe that past episode too, Peyton. And I'm just geeking it out right now because, um, whenever I take those, those assessments of like, personality, I'm typically falling into that category of I'm a connector. And so, like, there's no greater joy for me that would, like when somebody who's on my show gets to connect with somebody else who's listening to the show and then I find out months or years later, like, oh my gosh, look at all this transformation that's happened on the show. So, principal matters, listeners, um, if you don't know Garth Larson, I'll, I'll try to put a link in the show notes to that previous episode too, but I want to shift gears here. Um, Peyton, and I also know you've got some PD you're doing today, so thank you for just jumping into this conversation today, um, and making this happen. But you're also a husband and a father and, um, of a, you know, guys have a little one at home. And so I know we have listeners that are, um, in all kinds of places in their careers, but I just want to ask you personally, how do you guard your energy so that your leadership role is enhancing rather than draining your ability to also be present for your family? And I know that's never done perfectly.

Speaker D: Yeah, it's, uh, you know that I always say that the toughest job in, in the world is to be a parent. Um, you know, and that's becoming a parent myself has really uh, reframed my mindset when I'm communicating with parents of students and things like that. Because I believe, you know, in most circumstances is every parent or guardian wants what's best for their children. Um, you know, so when things are coming, whether it's of joy or frustration or, or disappointment, you know, it's coming out for what you want best for, for your children. Um, you know I uh, have learned so much as, as a dad I feel like I'm a student again, you know, so that keeps you ah, very sharp. Um, but you know, it's not an easy thing and you know, and I don't always succeed at balancing uh, my time. My wife also is ah, a school employee. She was uh, previously a middle uh school assistant principal and now she's a school improvement coach. And we were both very much, you know, treading that path of uh, of school leader. And uh, you know, that was a challenge. But um, through that leaning on each other, learning from each other, working together, um, we've been able to develop habits, um, and routines and things that you know, puts our son as the highest priority. You know, um, because he's an amazing little three year old. Uh, my wife's background's in elementary education. Um, so we have schoolhouse at home. Um, you know we have, we have things that we work on and just to see it, to truly see uh, how kids learn at that age is amazing thing. You know, it really is an amazing thing.

Speaker A: I love that I'm just having this memory of a good friend of mine. She was an assistant principal partner back when we were um, young admins and her husband was a football coach and there would be times where he'd throw that two and three year old boy, ah, on a, back on his back like put him in a backpack on his back right in the middle of a scrimmage or a game. I mean, so you've just got to figure it out, um, when it comes to, to like okay, how do we combine these worlds together? Um, and I know that's never done perfectly, but I wanted to just ask you that question Peyton, because I know that for you, um, the journey of leadership, um, creating a sustainable, stable place for students is also for you a commitment. Not just for you but for your family. Um, and so this has been a, I um, know this, I know this journey for you is um, has been longer than just the five years that you're a principal. But as you're speaking to other um, either aspiring leaders that are listening to the show or current leaders or veteran leaders? I just am curious, um, what are some. What are some pieces of advice that you would give them to be thinking about as. As they're just holding on to what's best practice for you that might be helpful for them?

Speaker D: Yeah, well, I think, uh, something that's really, um, stuck with me, and again, it's kind of goes back to our superintendent. Um, you know, his kind of call to. To all our school employees in our district is, you know, simple, take care, kids. Um, you know, so when I was a teacher, that was your, you know, top priority. But when I moved into this position, because as a school leader, naturally, you're a little bit more removed from that direct connection with the students in your building. Um, you know, so what's the best way for me to take care of kids? And that's to try to take care of the adults that are taking care of kids. And that's something that I've learned. You know, like I said, I read a lot of Jimmy Casas. I read a lot of Joe Sanfilippo and things like that. And, you know, that's, I think, a big part of some of their messages, too. But I think that's so important. Uh, the best advice that I would give a new, current, aspiring school leader is take care of the people in your building that are taking care of the students in your building. Whether that's a teacher, a cook, a custodian, a bus driver, um, school counselors. You know, the.

Speaker A: The.

Speaker D: The message from the conference that I was at yesterday was the greatest role, uh, in schools is school counselors. And I am blessed to work with two of the best school counselors that you could find. And what they, uh, navigate each and every day, what they do to support students each and every day, very much behind closed doors, not in front of an audience of a classroom. Uh, I can't say enough about what they do, and however I can support them best supports the students in my building.

Speaker A: That's so good. All right, Principal matters listeners, if you don't do anything else, um, in your today, and you're trying to think about, okay, how do I hold on to the most important values in this work? Just rewind two minutes and just listen back to what Peyton just said. Because, man, Peyton, when you want to take care of kids as a leader, you do it by taking care of the people that are taking care of those kids. Those are so, uh, there's. Those are not contradictions. Yeah, They're. They're all a part of the same, um, strategy. Um, Peyton, I'm so proud of your work. Uh, congratulations on being the West Virginia School Counselors Association Administrator of the year for 2026. As we wrap up, I would love listeners to know how they can find you or connect with you if they would love to collaborate. And then any parting words of advice?

Speaker D: Um, I am kind of an off the grid kind of guy. I don't do a whole lot of social media. It's never really been, uh, but they can go to tylerconsolidatedhighschool.org um, and connect through me through Thrillshare, Ah. And Aptigy through our messaging system. As there. They can also find my school email address. Peyton. Uh, Morse 12 WV US. Um, there I am on Facebook, but I am a Facebook, uh, just to post pictures of my son and memorable moments with my wife. So I don't use it, um, as part of my professional endeavor. So I'm old school when it comes to that stuff, so.

Speaker A: Well, we'll make sure to put a link to tyler consolidated schools.org and your email address. And what parting words, uh, do you want to leave with listeners today, Peyton?

Speaker D: Uh, I think that just to kind of circle back on. The best advice is in this. In these positions, a lot of times you are, uh, standalone. You know, you make some of the biggest decisions, some of the hardest decisions, um, and you take full ownership of that. But where you find. Where I find a lot of the best support is through networking, continuous learning, you know, uh, reading and listening and surrounding yourself with people that have walked that path, um, have lived those experiences and are reflective on those. Um, like I said, I. I give you a ton of credit. You know, the things I've learned from your books, from your podcast, from the guest on your show, um, it's been definitely impactful. And I've said it before, it's been the best professional development that I've received.

Speaker A: Well, Peyton, it's an honor. Um, this year, we, as a podcast community, of course, my daughter Emily edits my show. Jen Schwanke and I co host together, and we were just talking at the beginning of 2026. So one of our goals this year is we really want to elevate the voice of the practitioners, the principals, the assistant principals, folks that are doing this work, and you are doing it, my friend. And, uh, and I know you're going to step right from this to doing it. I just want to thank you for the opportunity to introduce you to Principal Matters listeners. I just want to celebrate, uh, the achievement that your own community has recognized in your work, too. I want to thank you for doing, uh, great work for your school, community and Principal Matters listeners. As you step into your day, I want you to hold on to those values, too, of taking care of kids, taking care of those who take care of kids, creating students that are. What are those three words? Self, supporting, contributing, contributing, caring. All of those things. Things today. So thank you, Peyton and Principal Matters listeners. Thank you for listening. And until next time, thanks for doing what matters. Thank you for listening to today's episode of Principal Matters, the School Leaders podcast.

Speaker B: If you enjoyed the show, would you take a moment and like, share, subscribe or leave us a review? In fact, if you share it out with a friend, even more people can

Speaker A: become a part of these conversations.

Speaker B: Sign up for our newsletter@williambparker.com for even more free resources. And don't forget to check out our website to learn more about our books, professional development offerings, grow academies, masterminds, executive coaching, and keynote presentations.

Speaker A: Wow.

Speaker B: Let's keep learning together. And thank you for doing what matters.

Speaker D: Principle matters.