The Teacher 50: Critical Questions for Inspiring Classroom Excellence

[00:01] SPEAKER_01:

Welcome to Principal Center Radio, bringing you the best in professional practice.

[00:06] Announcer:

Here's your host, Director of the Principal Center and Champion of High Performance Instructional Leadership, Justin Bader. Welcome everyone to Principal Center Radio.

[00:15] SPEAKER_00:

I'm your host, Justin Bader, and I'm honored to be joined today by Baruti Kefele, better known as Principal Kefele. who is a sought-after speaker in the education world, an award-winning teacher and principal, and the author of a number of books, including Closing the Attitude Gap, Motivating Black Males to Achieve in School and in Life, and The Principal 50. And we're here today to talk about his newest book, The Teacher 50, Critical Questions for Inspiring Classroom Excellence.

[00:45] Announcer:

And now, our feature presentation.

[00:47] SPEAKER_00:

Principal Kefele, welcome to Principal Center Radio.

[00:49] SPEAKER_02:

Thank you. Thanks for having me.

[00:50] SPEAKER_00:

So tell us a little bit about The Teacher 50. What inspired you to write this book full of critical questions for inspiring classroom excellence?

[01:00] SPEAKER_02:

Yes. Being big on affirmations, I had written several of them. In fact, hundreds of them over the years for the categories of classroom teacher, principal, Parents and students and then young men in terms of some male empowerment seminars that I do. So I had been using this material for four years and decided I needed to do something with it beyond just workshops. And I took those affirmations and I turned them into questions. The questions, the affirmations came from, I'm looking at the teacher and myself as teacher as well at the time, I'm looking at the role of the principal and I'm saying, what are those characteristics, those traits, those qualities, those attributes that one needs to really be effective at what they do?

[01:49]

And I generated some very long lists and over a period of time consolidated them to these lists of 50 per category. And then began to use them a little bit deeper than I was using them and ultimately turned them into reflective questions because I like to think of myself as a reflective practitioner. So, you know, and looking at what we do in terms of education, the same way an athlete would relative to studying game film, looking at film and seeing, seeing the flaws, seeing what works, seeing what needs to be changed, et cetera. Well, being a practitioner, doing the same thing, running a DVD, uh, of our practice daily. And that's what those questions are all about. They're these reflections of the teacher asking the question, am I doing X, Y, and Z?

[02:37]

And if so, how effective am I at doing it? And if not, is this an area that I need to incorporate? So I say all that to say to teacher 50, it comes from a long period of time of practice and evolved over this stretch of time, which I would say is about a good 12 years into a book.

[02:58] SPEAKER_00:

Well, take us in then. What are some of the big categories of questions that you've outlined in the book?

[03:03] SPEAKER_02:

Yeah, I broke it down into 10 categories, actually. And the first one is the one I really like spending a lot of time with teachers and administrators discussing the attitude of the teacher. We're looking at what attitude do I as classroom teacher bring to my classroom? Do I bring an attitude that's conducive to all of my learners, but particularly my learners that bring the most challenges with them to the school, to the classroom every day? So that category, the attitude of teacher, is comprised of five questions. They're all comprised of five questions.

[03:37]

And the first one, are my students at an advantage today? because I am their teacher. And what it does is it forces the teacher to look at oneself and say, what is it about me that puts my student at an advantage? What is it about my presence in the classroom? What is it about my student being in my space and me being in my student space that my students have a better opportunity or a higher probability for soaring to the highest of heights. So as a reflective practitioner, as one who's looking within oneself and ultimately self-assessing, teacher has to say, well, what is it about my practice?

[04:20]

Is there something about my practice? Is there something about me that makes it that much more advantageous for students to have me as teacher in the first place? So it's all about that self-examination relative to who I am. as the classroom teacher. Secondly, to go through all five, why do I teach anyway? And what I'm saying is, teacher, what is your purpose for being in that classroom?

[04:47]

Why do you do this every day? Have you defined your why? You know, it's like I talk to teachers often about their personal mission and their personal purpose versus a school or district mission and school or district purpose. What is...

[05:04]

Your mission. What's that thing that eats away at you? What's that thing that keeps you up at night, that keeps you tossing and turning, that you're preoccupied with, that you said, I must accomplish this? And I say to educators all the time, you've got a plate that is just overwhelmingly full relative to the responsibilities, the tasks that come along with your job as teacher. Those are the things that you have to do. But I'm distinguishing those from the thing that you define or you deem that you must do.

[05:40]

And I'm saying that that must, that becomes your mission. That's the thing that you said, this is not in my job description. This is just something that I cannot stop. I cannot rest. I cannot sleep until this is done, one's mission. So when we talk about the mission, I call that your what.

[06:00]

And then when we talk about the purpose, I call that your why. So if you have defined a mission for yourself relative to your practice as a classroom teacher, why is that so critical? Why is that so important? Which becomes the reason that you're in that classroom in the first place.

[06:17] SPEAKER_00:

Yeah, and I want to make sure we get to the other three, but that seems so important for addressing issues of burnout. You know, we hear about so many people in our profession who, you know, work really hard for a number of years, you know, who seem to be doing everything they can, but just just reach that point of burnout where they feel like maybe they're not connected to that purpose, maybe they're not connected to that mission. And I think we find that it is that connection that creates the energy, that sustains the commitment. So I think that's so powerful.

[06:50] SPEAKER_02:

Absolutely. That's a normal conversation to have with a teacher or an educator in any capacity about burnout. It's normal for me Like right now, we're in the late fall season. So I'm in schools. Schools have been in session since August and September now, depending on what region of the country you're in. And I remind teachers, I say, you know, when you got back in August or you got back in September, you were fired up.

[07:16]

You were pumped up. You were ready, despite whatever challenges that you had two months prior. That's over. That's behind you. And now it's a new year. It's the first day back.

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I'm you know, I'm there to do a convocation message. But I see clearly you are ready to go. So now now now we're in November. So I say to the same teachers, I say, but here we are in November. Do you have the fire, the energy, the passion that you had, the enthusiasm that you had back in August and September? And invariably the teachers, they say, no, I don't have what I had.

[07:51]

So then that leads to a broader discussion about us reaching back and locating that younger version of ourselves that was so fired up that I made the decision I want to be a teacher. And I say to them, when you're feeling burnt out, when you're feeling the daze, find that person. bring that person on this ride with you so that you can always stay focused on why you got into this business in the first place because that younger version of yourself said that you were going to change the world that if just given an opportunity to be in that classroom those kids whomever they are and wherever they are they will soar because i'm in the classroom with them the third one was how how badly do i want to see my students succeed in other words where's your drive

[08:41]

What is what is it, you know, as an extension of the purpose?

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Are you willing to go above and beyond? Are you willing to roll up your sleeves? Are you really willing to go the extra mile to see these young people successful? How badly do you really want to see them successful? And then it goes on in more commentary in the book. Number four, where will my students be 10 years from now as a result of having me as their teacher?

[09:10]

We're talking about division. The vision that the teacher has for every student in that classroom. So if I'm teaching a fifth grade classroom, I guess that's 10 year olds. I'm not just seeing a 10 year old, but I'm seeing a 20 year old, a 30 year old, a 40 year old, because I'm not seeing the students solely for who he or she is today. But I'm seeing that student for who he or she will become as a result of us sharing this space for this 180 day period that we're together. And then finally, under attitude of the teacher is, do my students see me as an example of who and what they can become?

[09:50]

So am I that role model in that classroom? Am I that rock star teacher in that classroom? Do students see me in a way that they don't have to aspire to become a teacher, but because of the admiration and the respect that they have for me, do they see in me and through me what it is that they can become As a result of being with me. Very important question. So so so me as teacher, me as principal, I was very much cognizant of the way I spoke, what I said, how I presented myself, my appearance, because I knew that their eyes were on me. So I needed to make sure that I was presenting the best model, the best example that I could for them at all times.

[10:35] SPEAKER_00:

And I think that really raises the kind of level of thinking that we engage in. I think on a day-to-day basis, we tend to think in terms of our to-do list. We tend to think so tactically, what teaching technique can I use or what activity can I plan? But every one of those questions really kept taking me back to what do i ultimately want to accomplish what's my real mission here in in working with kids you know it's a higher level question yes sir well and how do you envision teachers using these questions or or how do you envision the book being used is this a book that uh is is best picked up and read cover to cover or picked up and and thought through a little bit at a time

[11:20] SPEAKER_02:

Yeah, I think that as a first-time read, because certainly it's a book to come back to. It's certainly a good reference. But as a first-time read, a teacher may want to read it straight through, as many principals have done with the Principal 50. But then from there, then a teacher can reflect back on what areas do I really need to focus on? My attitude in terms of that section, student motivation, my classroom's climate and culture. the relationships that I have or need to strengthen amongst students.

[11:53]

My overall classroom instruction, cultural responsiveness. When I look at my students and consider that there's a diverse class and many of the students are not necessarily of the same race, ethnicity, or culture as myself, how do I ensure that my instruction is responsive, culturally speaking, to every learner in the classroom? Teacher accountability. To what extent am I holding myself accountable for the results that I expect in my classroom? Professional development for me. What professional development am I seeking beyond what my administrator has recommended for me?

[12:32]

And finally, parental engagement. To what extent? Am I making parents a part of the process in my classroom? So so therefore, what I've seen, the book has been out since September one. And I'm already aware that many schools use the book as a book, part of a book study. So they're they're dissecting these chapters.

[12:52]

And as you know, the chapters are short. The commentary is short because the book is really all about these questions. It's all about the self-reflection. So it gives teachers and coaches and administrators, supervisors, et cetera, whomever is going to use the book so much latitude. in terms of how they're going to use it, what sequence they're going to use it, what are the areas that they feel may be the most pertinent areas that a particular staff or members of the staff should zero in on as has been detected by those in charge. So there's a lot of ways that it can be used, but that book study is a powerful way.

[13:30] SPEAKER_00:

Well, and a lot of those seem to me as though they direct our attention, again, from the tactical and the day-to-day into almost what we'd consider kind of a character question. What kind of person do I want to be? And what kind of person do I need to be to meet the needs of my students?

[13:47] SPEAKER_02:

That's right. Absolutely. You know, it's like there's a question there under student motivation. What is my signature classroom move? And that question came from, you know, we think about any endeavor, any entity, there's something a little bit extra above and beyond everything else. It's norm.

[14:08]

So, for example, a restaurant may have a signature entree. The cook himself or herself may have a signature recipe. An artist, a music artist may have a signature song, you know, the concert goers go to the concert, but they're going in anticipation of hearing that particular song. That's the song that the artist is known for, that signature song or that poet, that poet with that signature poem or that basketball player with that signature move on the basketball court. So I'm saying to the teacher, those folks with these signatures, they're known for their signature. This is their reputation.

[14:45]

This is what embodies who they are. So I'm saying to the teacher, hey, teacher, what is your signature in that classroom? What's your signature move? What's your crossover dribble, if you will? What does that look like? What is that thing that you do that when you do it?

[15:02]

Everybody knows this is your thing and everything kind of just falls in place. And it's a very interesting question used in a workshop because it just evokes a lot of deep thinking about, wow, what is that thing I do? What is my specialty? What am I known for? What is my reputation? And I typically share with them my signature move, me personally as a classroom teacher, was my opening message.

[15:32]

I would never teach my class, my students anything until I first given them that opening message, something motivational to just get the class started or the day started if I was self-contained. So it was such a powerful thing that I decided I could not deviate or veer away from it when I became a principal. So every day of my principalship for those 14 years was that morning message. I would not allow that day to start because there are young people who are coming to school whose lives are so overwhelmingly challenging that there are teachers sitting in those buildings, administrators sitting in those buildings, that if they had to change places with those kids for one day, they wouldn't last in their shoes for 10 minutes. So I said, how am I going to teach a math class or as leader

[16:26]

expect my kids to go to these classrooms and feel positive about the experience when they haven't heard anything to get them re-acclimated for the start of the school day so that was my signature move and that's what i became known for that morning message because it was so strong parents would come into the building and and stand um in the in the auditorium and listen to the message and then move on with their day it was what we did and it made a tremendous impact on overall learning and achievement in school.

[16:56] SPEAKER_00:

When you said signature move, I was thinking about as an elementary principal, you know, sometimes students will kind of pretend to be you, you know, in their play on the playground and they'll, you know, or possibly as they get older, maybe not in quite as lighthearted a way. But, you know, I think it's always interesting to see, you know, like when when people are, are kind of making fun of me or, um, you know, kind of acting like me, what do they, what did they notice that stuck with them that to them represents how I come across as a, as a leader. And I thought that was always kind of a, an interesting mirror to see, you know, what, what was the typical thing that I would say to students and, you know, and really, uh, found that to be a, uh, valuable reflective tool as well as kind of kind of a fun way to kind of get get ribbed by students and and see you know what was what was sticking with them I wanted to ask your advice in terms of hiring knowing that you were responsible for turning around a number of schools and gaining national recognition for that when you are hiring thinking back to some of the the key hires that you made you know we know that

[18:06]

getting people who are right for the job, who are willing to do the work, who are the right fit for students is so critical. So thinking back to some of the hiring that you did as a principal, what did you look for? What are some of your big principles in terms of teacher hiring?

[18:26] SPEAKER_02:

You know, coming out of that interview, there were three things that I really wanted to sense. One, Number one, I wanted to sense that this was someone that genuinely loves children. That was important. Regardless of the location, the demographic, if in my case, most of the time, well, all of the time, I was always in schools that were predominantly either predominantly African-American or African-American and Latino. But teaching staff was always about at least 50 percent white. So now I don't care.

[19:05]

It doesn't matter to me the race, ethnicity of the teacher above whether or not you love these kids. See, I want to see that you love them because it's very easy for a teacher to come to me in a workshop. In fact, it happens 100 percent of the time. And I do about 200 presentations a year. And a teacher will invariably come to me and say. I don't know.

[19:29]

In so many cases, teacher would be would be a white woman. If I'm if I'm doing a session pertaining, if I mention anything about black boys, teachers say, I don't know if I can experience the same level of success with the young men that you could, for obvious reasons, they'll say. And that's that's that's that's verbatim. And I say to them, that's not his hang up, though. He's not looking at that. What he wants to know is if you're in his corner.

[19:59]

If you're going to be with him over the long haul, if despite the mistakes he may make, are you going to be there? In other words, do you love him? Are you passionate about him? So if I can sense in that interview that here's a teacher coming into the inner city where I am, that I'm going to love these kids because I love kids. I'm going to love my kids when I get them, when I receive them, because I genuinely love children. I'm genuinely passionate.

[20:29]

about children and them being successful. So if I sense that, then teachers on their way to my second question, which is, do you love what you do? So if I sense that I've got somebody that they look at teaching as their craft and their craft is genuinely important and that I will do everything and anything I've got to do to be great at my craft, I don't have to be great at anything else in life, but I got to be great at teaching. I've got to be a superstar at teaching. I've got to be extraordinary, phenomenal as a teacher, the MVP, if you will. If I sense that that's who's sitting on the other side of the desk, then I'm feeling good and I'm on my way to number three, which is the final question.

[21:21]

Are you passionate about your own professional growth and development? Is this someone... who won't go to a PD, to a workshop, to whatever the professional development is because the administrator said to go, but because I want to learn all I can learn. So therefore, I'm reading constantly.

[21:39]

I'm at workshops constantly. I'm interacting with colleagues, particularly veterans, constantly. And thereby... I'm putting in myself to be great and to go back to number two, perfect my craft.

[21:51]

So when I'm interviewing somebody over those years that I did interview candidates, I'm looking for those three things first. Do you love kids? Do you love what you do? And do you love becoming greater at what you do? And when I feel good about that candidate relative to those three questions, that person's probably going to be on my team.

[22:10] SPEAKER_00:

So the book is The Teacher 50 Critical Questions for Inspiring Classroom Excellence, available from ASCD. Principal Kefele, if people want to get in touch with you, maybe bring you in as a speaker. I know you've spoken thousands of times in your career, and I've seen you a number of times at conferences. You are always on the road speaking to schools and districts and conferences. If people want to get in touch with you and find out more about possibly bringing you out, what's the best place for them to reach you online?

[22:41] SPEAKER_02:

Yeah, they can go right to the website at principalkefele.com. dot com and that's principal obviously with a pal some people want to put a ple at the end but pal and then they tell me my website doesn't work but um pal and then k-a-f as in frank e-l-e k-a-f-e-l-e one word principalcafele.com all my contact information is there and everything you need to know about me is there as well good deal can i get a bam that's including ordering the books bam

[23:13] SPEAKER_00:

Good deal. Signature speaking move there, right?

[23:16] SPEAKER_02:

That's it. That's my signature.

[23:19] SPEAKER_00:

Good deal. And on your website, I know you've got links to a number of your YouTube channels. You are a prolific video creator and just have lots of great content there, as well as the Principal 50 book, Critical Leadership Questions for Inspiring Schoolwide Excellence.

[23:35] SPEAKER_02:

Absolutely. Seven channels of YouTube videos, a little over 400 videos and counting. So certainly, folks, I encourage you to check out those videos as well.

[23:46] SPEAKER_00:

Well, Principal Kefele, thank you so much for your time and for joining me on Principal Center Radio.

[23:50] SPEAKER_01:

Appreciate it. Thanks a lot. And now, Justin Bader on high-performance instructional leadership.

[23:56] SPEAKER_00:

So high performance instructional leaders, what did you take away from my conversation with Principal Kafele? Looking at both his Teacher 50 and his Principal 50 books, one thing that really stands out to me is the value of these questions, these types of reflective questions in the hiring and interview process, which we talked about a little bit in terms of hiring teachers. But I want to pose this opportunity to you, not just in terms of thinking about how you would hire a teacher, but about thinking about what kind of teacher you would want to hire. Or if you personally are pursuing a new position, if you're applying for a new leadership job, looking at his leadership questions and some of the teaching questions as well as messages that you may want to send in an interview. See, in interviews, we often ask experiential questions.

[24:49]

We ask factual questions. We ask scenario-based questions. But what we're really trying to do in an interview is we're trying to figure out who is this person. And when you are interviewing for a job that you want, you're trying to send a message about who you are as a candidate, who you are as a leader. Because, you know, anybody can practice answers to questions. a question and get feedback from people on the right answers to a question.

[25:19]

But really what we want to know in an interview is what kind of person are you? What kind of thinker are you? What kind of character are you bringing to this job? What attitude do you have about kids? Do you believe they can succeed? Are you dedicated to ensuring that they do succeed?

[25:34]

That's what the interview team wants to know. And if you're on the hiring side of that, that's what you want to know about the people you are interviewing. So I want to encourage you to check out both of these books for upcoming interviews, either that you are participating in as a hiring team or that you are going into as a candidate. So The Principal 50 and The Teacher 50 from Baruti Kefele. And if you are in the process of prepping for an interview, I want to encourage you to download our PDF file of 52 practice interview questions for school administrators. And you can use these either for hiring or if you are applying for jobs, you can download these questions and use them to prepare yourself.

[26:17]

We tried to cover the entire gamut of questions that you may face in a principal job interview. You can find those on our website at principalcenter.com slash interview.

[26:29] Announcer:

Thanks for listening to Principal Center Radio. For more great episodes, subscribe on our website at principalcenter.com slash radio.