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S4 E2 - Meet OHS Principal, Maggie Zywicki · Inside the OSD

• 0:06
  SPEAKER1: Today we're talking with our new principal of Oregon High School, Maggie Zywicki.
• 0:11
  We'll hear a little bit about her background and her plans for OHS this year and beyond.
• 0:18
  SPEAKER2: Welcome to this episode of Inside the OSD podcast, where it's all about the kids.
• 0:23
  Here is your host, lifelong educator, and our superintendent, doctor Leslie Bergstrom.
• 0:32
  SPEAKER1: Welcome to Inside the OSD, Maggie. We're excited to talk with you today.
• 0:36
  Thanks! Can you begin by introducing yourself and telling us about your background and what brought you to your current role of OHS principal?
• 0:44
  Sure.
• 0:45
  SPEAKER3: Um, so, Maggie Zywicki, um, new head principal at the high school.
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  Um, I have been really fortunate to be serving in the role of associate principal here at the high school,
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  um, for the previous four years. Um, but way before that, I kind of started my career in education,
• 1:05
  um, as a school social worker. Right. Um, I have a whole family of educators, so.
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  SPEAKER1: Oh. That's great.
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  SPEAKER3: Landing in the field of education was not really a surprise.
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  Um, but I kind of found my own niche in, um, really wanting to support students and making sure that they didn't have
• 1:25
  barriers to education. So I started, um, really at the middle school level in a school social work position.
• 1:32
  Um, and it was right around that time I was having my, um, my first child.
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  And, um, that year I had my, um, principal, who's still a mentor to me, come to me and say,
• 1:47
  you know, like, "have you ever thought about leadership?" And I thought she was completely crazy because I was just kind of in survival mode.
• 1:54
  SPEAKER1: And this was in Madison, right? This was in Madison.
• 1:57
  SPEAKER3: Yeah. So I started my career, um, in the Madison School District at Cherokee Middle School.
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  Um, and so Karen Seno was the principal there at the time, um, and was an amazing mentor to me.
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  She kind of, like, planted a little seed.
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  I--again, I thought, like, there's no way that could happen.
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  Um, but then from there, I've had just amazing mentors.
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  Um, kind of encourage me to continue, um, on my leadership path.
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  Yeah. Um, so after being in a school social work role for a few years, um, I took a positive behavior intervention coach position at
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  another middle school in Madison, um, and also worked really closely with the principal there.
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  So kind of like, learned the gig of being a parent with some really
• 2:46
  SPEAKER1: great role models, right? Yeah.
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  SPEAKER3: Right. I had another amazing, um, mentor there, Mike Hernandez, who then I worked with,
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  um, in that role. And then when he left there to be the head principal at East High School.
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  He asked me to come along with him. Um, and so I served at East High School for a handful of years as well,
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  which is a community that's really near and dear to my heart still.
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  Um, and when I got the opportunity, though, to come and work and serve in my own home community,
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  that was a really special opportunity and I could not pass that up.
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  SPEAKER1: And we were really lucky that you didn't pass that up.
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  SPEAKER3: Thank you. Yeah. So that's kind of how I landed here.
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  Um, and I think I've kind of kept my social work roots.
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  Yeah. Um, and really trying to maintain a focus on student support and reducing barriers for students,
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  um, and have always been part of a team that that's really important to as well.
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  So.
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  SPEAKER1: Absolutely. Yes, absolutely. And I think it was former principal Mr.
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  Pliner who reached out to you directly about this job, right?
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  SPEAKER3: Absolutely. So, um, I remember exactly the day that he called me and said, like,
• 4:02
  "hey, I hope you apply for the job."
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  SPEAKER1: Which was associate principal at the time?
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  SPEAKER3: Yeah. Um, and just being able to, um, work with him also and learn from him as another amazing mentor.
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  Like, I've just been so fortunate to have so many people in my professional career to,
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  um, kind of help shape what who I wanted to be as a principal.
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  Um, so that's, I think, a really big part of my leadership story, I would say.
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  SPEAKER1: Oh, absolutely. And now you're in a position to be able to do it for other people.
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  And that's really, really exciting to be able to give back to the profession and in the way it gave to you.
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  It's a great opportunity. Was it always your goal to be a high school principal?
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  SPEAKER3: Um, no, never, actually. Um, I kind of, you know, when I thought I always looked up to principals that I had had both
• 4:55
  personally as a student and professionally as they were my mentors and, and didn't really view myself in that role.
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  But, um, I think through like the coaching and me understanding more, um, about who I wanted to be as a leader,
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  I was able to kind of continue to see myself in that role.
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  Um, and, and I think in this, for this opportunity in particular, um, I felt so strongly about
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  continuing the work that we were doing at Oregon High School and felt like, um,
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  that I could do that knowing the community and the staff and the kids.
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  Um, so I felt really connected to our vision and mission, um, and felt like it was time.
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  SPEAKER1: It was just sort of the natural next step for you, right?
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  Even though it may not have been the next step you envisioned when you started your career.
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  Right? Yeah. So it's the second week of school.
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  How's it been going so far?
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  SPEAKER3: Yeah, I would say, um, it has felt like a very smooth start to the year, both with staff when we welcomed them back a week
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  before students returned. Um, we really have kept things kind of rolling along in our similar structure,
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  um, and continuing our traditions of celebrating with each other and, and learning together.
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  And so, um, I think it was, um, hearing from other people too, feeling like it was a pretty seamless transition.
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  Um, and in talking with students, um, this past week, um, as well, I think kids were ready to come back to school.
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  Oh, don't you love it? Yeah, they really were, um, and and lots of smiles and, you know,
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  happy to be back with each other and, um.
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  Yeah. So it's been a really good start.
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  SPEAKER1: It feels
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  SPEAKER3: good.
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  SPEAKER1: Yeah, yeah. I agree. As many in our school community know, we did quite a bit of community engagement last year on our readiness for
• 7:03
  learning initiatives, and part of this is an updated electronics, communication,
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  or cell phone policy that requires students to place phones in caddies at the beginning of the class so that we can really engage and we can give kids a bit
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  of a break from their phone, because I think that's also an important part of this.
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  How's it been going and what impact do you think it's going to have?
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  SPEAKER3: I think it's been going really well, honestly.
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  Um, we did a lot of work to, um, prep students in particular for the change.
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  So we started talking about it last school year.
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  We've had multiple leadership, um, student leadership groups in the building, um,
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  kind of speak on the issue with their peers.
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  Right. Um, and so, like, kids knew that it was coming.
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  Um, and in conversations with students, too, um, they're, they're really reporting to us that it's not a huge mental
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  shift for them because everybody is expected to do the same thing, right?
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  Um, and really talking a lot about having more opportunity to connect with each other is the messaging that we're really trying to help everybody understand.
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  And, um, that with those kinds of devices kind of not in the picture anymore, um,
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  staff feel more able to connect with kids, they're more able to connect with each other,
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  and they still have little pockets in their day where they can utilize that--those tools.
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  But, um, yeah, it's nice to walk into a classroom and like, not see any cell phones.
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  So it's been really it's been a good shift, I think.
• 8:39
  Yeah.
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  SPEAKER1: I'm excited to hear from students and staff after we've been in school for a little bit and after it's been a month or so,
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  you know, of course we plan on asking them, you know, what have the differences been and what ideas do they have?
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  And I'm excited to hear what input they have.
• 8:54
  Yeah, yeah. It'll be great to read that.
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  Um, I already know this, but I think it would be good for the people in our community who are listening to hear about this.
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  What are your top priorities this year?
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  SPEAKER3: Um, I think first and foremost, um, for me, and I know our whole school community is to,
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  um, build our sense of belonging for each and every student here.
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  Yeah. Um, and that's been a goal at Oregon High School for a long time.
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  Um, so we're going to continue that focus.
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  Um, for me personally in this role, I would really, um, love to pull students together and hear from them,
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  um, anecdotally about what that means to them.
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  Um, and so doing something like a principal advisory, um, where people have, where kids have a really direct link to me,
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  um, is one way, I think that we're going to get even more information in addition to all the data that we have from our students.
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  Um, and I would say, too, that staff are really focusing on ways to build belonging within their classroom communities as well.
• 9:56
  So they're sharing ideas with each other, um, AVID--our AVID practices.
• 10:02
  Um, Which is something that we're focusing on.
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  All teachers building in their classroom really starts at the ground level with building relational capacity,
• 10:14
  and spent being okay with spending some time in your classroom doing that.
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  Yes. Um, so belonging for sure.
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  SPEAKER1: Because that's foundational, right? If we don't get that right, the other things won't fall into place,
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  right? So I'm sure that's why you brought it up first.
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  It's got to be the beginning.
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  SPEAKER3: Absolutely. Um, and again, that's a continuation.
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  Um, and I would say also really being mindful of which students are succeeding and which students,
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  um, still need more support to get there as well.
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  And what do we might we need to do differently to serve all kids at a really high level.
• 10:50
  Yes. Um, so we're we're taking a look at, you know, our data pretty regularly.
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  Um, our teachers are looking at their data really regularly, in addition to knowing their students as people.
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  Um, because those things together are really important.
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  Like one without the other doesn't really give you a full picture.
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  Whole child, whole child. Um, and then I think that, um, you know, that coupled with hearing from students about what they
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  need, um, and our staff are really interested, too, in, um, working together in teams.
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  Our, our professional learning communities to, um, work on, like, what things need to shift to be able to meet all students
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  needs. So it's really been like, um, a collaborative effort across the building to,
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  to really understand, um, where we need to put a little bit more emphasis for our kids.
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  SPEAKER1: Absolutely. Do you see any of those priorities changing in the next five years?
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  SPEAKER3: I think that's always the work. I think, you know, um, making--so, no, um, I think,
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  um, you know, we have a Theory of Action that really spells out how we're going to meet our goals.
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  Um, and that Aheory of Action stays pretty aligned pretty tightly to those things that we talk,
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  talked about. Right. Um, in addition, I would say like the last piece of, um, like bucket of goals that we're really focused on
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  is preparing each and every student for college, career and life.
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  So like, as a high school, like, you know, it's not just about getting the diploma about it's about supporting kids to be
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  prepared for their next steps after. Um, and so like those belonging, you know,
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  each and every student having success, um, and being prepared for their next steps,
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  I would say, are kind of like the three big priorities that I don't see changing.
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  SPEAKER1: Well, everything you're describing is also a part of our Portrait of a Graduate,
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  right? Which is something that is a big part of the high school and the whole district,
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  because it really begins at the very beginning.
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  So I agree with you. I don't see big shifts because it's pretty clear what's important and what moves the needle for our kids and helps them to be college
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  and career life ready. Right? Right. So this is--this is an interesting question.
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  What is something about the job of a principal that might surprise people?
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  SPEAKER3: Um, I would say maybe two things. When I talk to people who maybe aren't, um, existing in the educational field.
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  Um, I think some people think the life of a principal is really, like, behind a desk or in your office.
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  Um, and I guess that's one way to do it.
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  It's not the way that I--
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  SPEAKER1: It's not the Maggie Zywicki way.
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  SPEAKER3: Um, so I would say, like, I put my steps in, I'm kind of--I'm really trying to be out and about and be visible,
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  um, and supportive of both staff and students.
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  Um, and also, I think another kind of misconception is that, um, principals only get involved if there's something like a
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  challenge or something's wrong. Um, but I, you know, like, strategically, really invite kids in to come share,
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  like, good news with me or, um, I had a student in here just today who plopped down in my chair,
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  and, you know, she just she gave me an update on life.
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  And, um, so I think continuing to have really personal connections with students as well,
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  um, and them knowing that, you know, they don't have to come to the office or come talk to any one of the principals here,
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  just if there's something that's wrong.
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  SPEAKER1: Well, you're demonstrating the role of the importance of relational capacity, right?
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  You're living it. The idea that it's about how we connect with one another, that is so critical to the work that happens in any school.
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  SPEAKER3: Yeah, yeah. And I would say our entire leadership team here is really committed to that.
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  Um, so yeah, I think I think most people like, have felt that and know that, that we're not just reaching out when,
• 15:04
  you know, when something's not going right and hopefully feel that there's a lot of communication about what's going right,
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  too. I know that's really important to our teachers, and they're sending sending communications home to parents,
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  too, to let folks know when we're just celebrating their kid because they're great.
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  SPEAKER1: Well, when you--this was--this was news to me and I found this really exciting.
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  When you're analyzing your behavior data, the most, um, utilized referral in the system is a positive referral.
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  I just find that to be a beautiful statistic that should really be celebrated, because it tells us how people are seeing what's happening in front of them.
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  They're noticing the positive, brilliant, beautiful things that happen with kids every single day.
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  SPEAKER3: Yeah. And that, like all the credit for that really goes to teachers who take time out of their day to both talk to kids about what they're doing right.
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  Celebrate that. And then also like loop in a home adult too and let them know as well.
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  Because
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  SPEAKER1: they want to celebrate it too!
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  SPEAKER3: Yeah, like I still remember when I got a little postcard home about my daughter,
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  I think, from RCI. And like, that thing hung on the the fridge for years.
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  So, um, yeah, those things are all really important.
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  Also at the high school level. So.
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  SPEAKER1: Absolutely. Yeah. My mom still has the postcards that teacher sent about myself and my sister.
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  And, you know, they're--they're yellow, but they're there.
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  Yeah, because they really do matter to people.
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  SPEAKER3: They do.
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  SPEAKER1: Um, so I know the schools that you worked at before you came here, and they are wonderful places.
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  Um, and we're really grateful that you're here.
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  So what's special about our high school?
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  SPEAKER3: Um, I would say it feels like a family here.
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  Um, and we work hard at that. That's not by accident.
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  Um, but the staff in particular, I would say, um, really is so welcoming.
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  Um, and we've kind of built this culture of better together.
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  It's on all of our t shirts. If you see anybody walking around with an OHS t shirt.
• 17:12
  SPEAKER1: I saw several
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  SPEAKER3: yesterday,
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  SPEAKER1: as a matter of
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  SPEAKER3: fact. Um, that, like, we really, really believe that the expertise is in the room and we learn from each other.
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  People take risks with each other to be better.
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  Um, and so I think just the collaboration and the trust that people have with each other here really makes
• 17:36
  us a really strong community. Yes. Um, and then I would say from a student perspective,
• 17:42
  like, our kids are so kind. They're so kind.
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  Um, I was just talking with a group of teachers yesterday about, um, just a counselors who are having a lot of
• 17:56
  schedule changes right now. Um, and them just sharing that, like, a student will take the time to email their counselor back and just show
• 18:03
  some appreciation, like, "thank you so much for helping me." Um, and that's like one example of many that go on all the time of kids
• 18:13
  looking out for each other. Um, having a lot of gratitude for the educators in their life that support them.
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  Um, really, I remember like, when I first came to Oregon in the AP role, just feeling like,
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  "wow, this is pretty special here that kids, um, go out of their way to say thank you."
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  SPEAKER1: I've had that experience myself. And when we have new educators coming into the district,
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  I love talking to them because they will say exactly that, that the children here are just so nice.
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  And, I mean, we all have good and bad days, right?
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  But in general, boy, do we have some kind people in our community.
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  SPEAKER3: And that's, I think, a really that's a reflection of families too.
• 18:56
  Absolutely. Um, yeah. We're just really lucky.
• 19:00
  SPEAKER1: So what else would you like, students and families or our community to know?
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  SPEAKER3: Um, I think in, you know, kind of along those same lines, um, I think I want the community and families to know how
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  appreciative we are of all the support that we get and so many different ways from like booster club participation to volunteering to go on field trips
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  still, and, um, really supporting their students at home or reaching out to us.
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  Um, like, we have mentors in this building all the time.
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  Um, and we really feel it that like, the community wraps our arms around our school.
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  Um, and so, um, I want the community to know that for sure.
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  Um, and then I think from a more personal standpoint, um, I want people to know,
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  um, that I want feedback and if, um, you know, if people have ideas for how we can get better,
• 20:00
  like, I, you know, we are a learning institution, and I think we all want to know about those things.
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  Um, and that, um, I really pride myself on being a good listener.
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  And so, um, I'm hoping that people really understand that, like, I'm a door open,
• 20:16
  come on in, let's talk about it kind of leader.
• 20:19
  Um, yeah.
• 20:21
  SPEAKER1: Thank you, Maggie. That was really well said.
• 20:24
  And thanks for joining us today. We're looking forward to a really great school year.
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  SPEAKER4: Remember that you can find links to all episodes of Inside the OSD and submit topic ideas on our website at OregonSD.org/podcast.
• 20:41
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• 20:45
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• 20:51
  We'll see you next time on iIside the OSD, where it's all about the kids.