September 10, 2025 • 21 mins
Today we’re talking with our new principal of Oregon High School, Maggie Zywicki. We’ll hear a little bit about her background, how the year has started out (including how the updated policy on electronics & cell phones), and her plans for OHS this year and beyond.
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Episode Transcript
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SPEAKER1:
Today we're talking with our new principal of Oregon High School,
Maggie Zywicki. (00:06):
undefined
We'll hear a little bit about her background and her plans for OHS this year and beyond.
SPEAKER2: Welcome to this episode of Inside the OSD podcast, where it's all about the kids. (00:18):
undefined
Here is your host, lifelong educator, and our superintendent, doctor Leslie Bergstrom.
SPEAKER1: Welcome to Inside the OSD, Maggie. We're excited to talk with you today. (00:32):
undefined
Thanks! Can you begin by introducing yourself and telling us about your background and what brought you to your current role of OHS principal?
Sure.
SPEAKER3: Um, so, Maggie Zywicki, um, new head principal at the high school. (00:45):
undefined
Um, I have been really fortunate to be serving in the role of associate principal here at the high school,
um, for the previous four years. Um, but way before that, I kind of started my career in education,
um, as a school social worker. Right. Um, I have a whole family of educators, so.
SPEAKER1: Oh. That's great. (01:11):
undefined
SPEAKER3: Landing in the field of education was not really a surprise. (01:12):
undefined
Um, but I kind of found my own niche in, um, really wanting to support students and making sure that they didn't have
barriers to education. So I started, um, really at the middle school level in a school social work position.
Um, and it was right around that time I was having my, um, my first child.
(01:38):
And, um, that year I had my, um, principal, who's still a mentor to me, come to me and say,
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.
SPEAKER1: And this was in Madison, right? This was in Madison. (01:54):
undefined
SPEAKER3: Yeah. So I started my career, um, in the Madison School District at Cherokee Middle School. (01:57):
undefined
Um, and so Karen Seno was the principal there at the time, um, and was an amazing mentor to me.
She kind of, like, planted a little seed.
I--again, I thought, like, there's no way that could happen.
Um, but then from there, I've had just amazing mentors.
(02:20):
Um, kind of encourage me to continue, um, on my leadership path.
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
another middle school in Madison, um, and also worked really closely with the principal there.
(02:42):
So kind of like, learned the gig of being a parent with some really
SPEAKER1: great role models, right? Yeah. (02:46):
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SPEAKER3: Right. I had another amazing, um, mentor there, Mike Hernandez, who then I worked with, (02:49):
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um, in that role. And then when he left there to be the head principal at East High School.
He asked me to come along with him. Um, and so I served at East High School for a handful of years as well,
(03:10):
which is a community that's really near and dear to my heart still.
Um, and when I got the opportunity, though, to come and work and serve in my own home community,
that was a really special opportunity and I could not pass that up.
SPEAKER1: And we were really lucky that you didn't pass that up. (03:24):
undefined
SPEAKER3: Thank you. Yeah. So that's kind of how I landed here. (03:28):
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Um, and I think I've kind of kept my social work roots.
Yeah. Um, and really trying to maintain a focus on student support and reducing barriers for students,
um, and have always been part of a team that that's really important to as well.
(03:48):
So.
SPEAKER1: Absolutely. Yes, absolutely. And I think it was former principal Mr. (03:49):
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Pliner who reached out to you directly about this job, right?
SPEAKER3: Absolutely. So, um, I remember exactly the day that he called me and said, like, (03:56):
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"hey, I hope you apply for the job."
SPEAKER1: Which was associate principal at the time? (04:04):
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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. (04:06):
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Like, I've just been so fortunate to have so many people in my professional career to,
um, kind of help shape what who I wanted to be as a principal.
Um, so that's, I think, a really big part of my leadership story, I would say.
SPEAKER1: Oh, absolutely. And now you're in a position to be able to do it for other people. (04:30):
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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.
It's a great opportunity. Was it always your goal to be a high school principal?
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 (04:46):
undefined
personally as a student and professionally as they were my mentors and, and didn't really view myself in that role.
But, um, I think through like the coaching and me understanding more, um, about who I wanted to be as a leader,
(05:12):
I was able to kind of continue to see myself in that role.
Um, and, and I think in this, for this opportunity in particular, um, I felt so strongly about
continuing the work that we were doing at Oregon High School and felt like, um,
that I could do that knowing the community and the staff and the kids.
(05:35):
Um, so I felt really connected to our vision and mission, um, and felt like it was time.
SPEAKER1: It was just sort of the natural next step for you, right? (05:43):
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Even though it may not have been the next step you envisioned when you started your career.
Right? Yeah. So it's the second week of school.
How's it been going so far?
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 (05:58):
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before students returned. Um, we really have kept things kind of rolling along in our similar structure,
um, and continuing our traditions of celebrating with each other and, and learning together.
(06:25):
And so, um, I think it was, um, hearing from other people too, feeling like it was a pretty seamless transition.
Um, and in talking with students, um, this past week, um, as well, I think kids were ready to come back to school.
Oh, don't you love it? Yeah, they really were, um, and and lots of smiles and, you know,
(06:48):
happy to be back with each other and, um.
Yeah. So it's been a really good start.
SPEAKER1: It feels (06:55):
undefined
SPEAKER3: good. (06:55):
undefined
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 (06:55):
undefined
learning initiatives, and part of this is an updated electronics, communication,
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
(07:17):
of a break from their phone, because I think that's also an important part of this.
How's it been going and what impact do you think it's going to have?
SPEAKER3: I think it's been going really well, honestly. (07:25):
undefined
Um, we did a lot of work to, um, prep students in particular for the change.
So we started talking about it last school year.
We've had multiple leadership, um, student leadership groups in the building, um,
kind of speak on the issue with their peers.
(07:46):
Right. Um, and so, like, kids knew that it was coming.
Um, and in conversations with students, too, um, they're, they're really reporting to us that it's not a huge mental
shift for them because everybody is expected to do the same thing, right?
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.
(08:12):
And, um, that with those kinds of devices kind of not in the picture anymore, um,
staff feel more able to connect with kids, they're more able to connect with each other,
and they still have little pockets in their day where they can utilize that--those tools.
But, um, yeah, it's nice to walk into a classroom and like, not see any cell phones.
(08:35):
So it's been really it's been a good shift, I think.
Yeah.
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, (08:40):
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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?
And I'm excited to hear what input they have.
Yeah, yeah. It'll be great to read that.
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.
(09:04):
What are your top priorities this year?
SPEAKER3: Um, I think first and foremost, um, for me, and I know our whole school community is to, (09:06):
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um, build our sense of belonging for each and every student here.
Yeah. Um, and that's been a goal at Oregon High School for a long time.
Um, so we're going to continue that focus.
Um, for me personally in this role, I would really, um, love to pull students together and hear from them,
(09:32):
um, anecdotally about what that means to them.
Um, and so doing something like a principal advisory, um, where people have, where kids have a really direct link to me,
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.
Um, and I would say, too, that staff are really focusing on ways to build belonging within their classroom communities as well.
(09:56):
So they're sharing ideas with each other, um, AVID--our AVID practices.
Um, Which is something that we're focusing on.
All teachers building in their classroom really starts at the ground level with building relational capacity,
and spent being okay with spending some time in your classroom doing that.
(10:18):
Yes. Um, so belonging for sure.
SPEAKER1: Because that's foundational, right? If we don't get that right, the other things won't fall into place, (10:21):
undefined
right? So I'm sure that's why you brought it up first.
It's got to be the beginning.
SPEAKER3: Absolutely. Um, and again, that's a continuation. (10:31):
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Um, and I would say also really being mindful of which students are succeeding and which students,
um, still need more support to get there as well.
And what do we might we need to do differently to serve all kids at a really high level.
Yes. Um, so we're we're taking a look at, you know, our data pretty regularly.
(10:56):
Um, our teachers are looking at their data really regularly, in addition to knowing their students as people.
Um, because those things together are really important.
Like one without the other doesn't really give you a full picture.
Whole child, whole child. Um, and then I think that, um, you know, that coupled with hearing from students about what they
(11:18):
need, um, and our staff are really interested, too, in, um, working together in teams.
Our, our professional learning communities to, um, work on, like, what things need to shift to be able to meet all students
needs. So it's really been like, um, a collaborative effort across the building to,
(11:42):
to really understand, um, where we need to put a little bit more emphasis for our kids.
SPEAKER1: Absolutely. Do you see any of those priorities changing in the next five years? (11:47):
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SPEAKER3: I think that's always the work. I think, you know, um, making--so, no, um, I think, (11:52):
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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.
Um, and that Aheory of Action stays pretty aligned pretty tightly to those things that we talk,
(12:13):
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
is preparing each and every student for college, career and life.
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
prepared for their next steps after. Um, and so like those belonging, you know,
(12:40):
each and every student having success, um, and being prepared for their next steps,
I would say, are kind of like the three big priorities that I don't see changing.
SPEAKER1: Well, everything you're describing is also a part of our Portrait of a Graduate, (12:51):
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right? Which is something that is a big part of the high school and the whole district,
because it really begins at the very beginning.
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
(13:11):
and career life ready. Right? Right. So this is--this is an interesting question.
What is something about the job of a principal that might surprise people?
SPEAKER3: Um, I would say maybe two things. When I talk to people who maybe aren't, um, existing in the educational field. (13:22):
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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.
Um, and I guess that's one way to do it.
It's not the way that I--
SPEAKER1: It's not the Maggie Zywicki way. (13:39):
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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, (13:42):
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um, and supportive of both staff and students.
Um, and also, I think another kind of misconception is that, um, principals only get involved if there's something like a
challenge or something's wrong. Um, but I, you know, like, strategically, really invite kids in to come share,
(14:10):
like, good news with me or, um, I had a student in here just today who plopped down in my chair,
and, you know, she just she gave me an update on life.
And, um, so I think continuing to have really personal connections with students as well,
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,
(14:32):
just if there's something that's wrong.
SPEAKER1: Well, you're demonstrating the role of the importance of relational capacity, right? (14:35):
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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.
SPEAKER3: Yeah, yeah. And I would say our entire leadership team here is really committed to that. (14:48):
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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,
you know, when something's not going right and hopefully feel that there's a lot of communication about what's going right,
(15:11):
too. I know that's really important to our teachers, and they're sending sending communications home to parents,
too, to let folks know when we're just celebrating their kid because they're great.
SPEAKER1: Well, when you--this was--this was news to me and I found this really exciting. (15:23):
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When you're analyzing your behavior data, the most, um, utilized referral in the system is a positive referral.
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.
(15:44):
They're noticing the positive, brilliant, beautiful things that happen with kids every single day.
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. (15:50):
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Celebrate that. And then also like loop in a home adult too and let them know as well.
Because
SPEAKER1: they want to celebrate it too! (16:04):
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SPEAKER3: Yeah, like I still remember when I got a little postcard home about my daughter, (16:06):
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I think, from RCI. And like, that thing hung on the the fridge for years.
So, um, yeah, those things are all really important.
Also at the high school level. So.
SPEAKER1: Absolutely. Yeah. My mom still has the postcards that teacher sent about myself and my sister. (16:22):
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And, you know, they're--they're yellow, but they're there.
Yeah, because they really do matter to people.
SPEAKER3: They do. (16:34):
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SPEAKER1: Um, so I know the schools that you worked at before you came here, and they are wonderful places. (16:35):
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Um, and we're really grateful that you're here.
So what's special about our high school?
SPEAKER3: Um, I would say it feels like a family here. (16:47):
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Um, and we work hard at that. That's not by accident.
Um, but the staff in particular, I would say, um, really is so welcoming.
Um, and we've kind of built this culture of better together.
(17:09):
It's on all of our t shirts. If you see anybody walking around with an OHS t shirt.
SPEAKER1: I saw several (17:12):
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SPEAKER3: yesterday, (17:13):
undefined
SPEAKER1: as a matter of (17:14):
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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. (17:15):
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People take risks with each other to be better.
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,
like, our kids are so kind. They're so kind.
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
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
looking out for each other. Um, having a lot of gratitude for the educators in their life that support them.
(18:20):
Um, really, I remember like, when I first came to Oregon in the AP role, just feeling like,
"wow, this is pretty special here that kids, um, go out of their way to say thank you."
SPEAKER1: I've had that experience myself. And when we have new educators coming into the district, (18:33):
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I love talking to them because they will say exactly that, that the children here are just so nice.
And, I mean, we all have good and bad days, right?
But in general, boy, do we have some kind people in our community.
SPEAKER3: And that's, I think, a really that's a reflection of families too. (18:53):
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Absolutely. Um, yeah. We're just really lucky.
SPEAKER1: So what else would you like, students and families or our community to know? (19:00):
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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 (19:05):
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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
still, and, um, really supporting their students at home or reaching out to us.
(19:31):
Um, like, we have mentors in this building all the time.
Um, and we really feel it that like, the community wraps our arms around our school.
Um, and so, um, I want the community to know that for sure.
Um, and then I think from a more personal standpoint, um, I want people to know,
(19:52):
um, that I want feedback and if, um, you know, if people have ideas for how we can get better,
like, I, you know, we are a learning institution, and I think we all want to know about those things.
Um, and that, um, I really pride myself on being a good listener.
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.
Um, yeah.
SPEAKER1: Thank you, Maggie. That was really well said. (20:21):
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And thanks for joining us today. We're looking forward to a really great school year.
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. (20:30):
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You can find this podcast anywhere you can find podcasts.
Make sure to subscribe if you're listening on one of these apps to get notifications on the most recent episodes.
(20:51):
We'll see you next time on iIside the OSD, where it's all about the kids.
undefined
We'll hear a little bit about her background and her plans for OHS this year and beyond.
SPEAKER2: Welcome to this episode of Inside the OSD podcast, where it's all about the kids. (00:18):
undefined
Here is your host, lifelong educator, and our superintendent, doctor Leslie Bergstrom.
SPEAKER1: Welcome to Inside the OSD, Maggie. We're excited to talk with you today. (00:32):
undefined
Thanks! Can you begin by introducing yourself and telling us about your background and what brought you to your current role of OHS principal?
Sure.
SPEAKER3: Um, so, Maggie Zywicki, um, new head principal at the high school. (00:45):
undefined
Um, I have been really fortunate to be serving in the role of associate principal here at the high school,
um, for the previous four years. Um, but way before that, I kind of started my career in education,
um, as a school social worker. Right. Um, I have a whole family of educators, so.
SPEAKER1: Oh. That's great. (01:11):
undefined
SPEAKER3: Landing in the field of education was not really a surprise. (01:12):
undefined
Um, but I kind of found my own niche in, um, really wanting to support students and making sure that they didn't have
barriers to education. So I started, um, really at the middle school level in a school social work position.
Um, and it was right around that time I was having my, um, my first child.
(01:38):
And, um, that year I had my, um, principal, who's still a mentor to me, come to me and say,
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.
SPEAKER1: And this was in Madison, right? This was in Madison. (01:54):
undefined
SPEAKER3: Yeah. So I started my career, um, in the Madison School District at Cherokee Middle School. (01:57):
undefined
Um, and so Karen Seno was the principal there at the time, um, and was an amazing mentor to me.
She kind of, like, planted a little seed.
I--again, I thought, like, there's no way that could happen.
Um, but then from there, I've had just amazing mentors.
(02:20):
Um, kind of encourage me to continue, um, on my leadership path.
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
another middle school in Madison, um, and also worked really closely with the principal there.
(02:42):
So kind of like, learned the gig of being a parent with some really
SPEAKER1: great role models, right? Yeah. (02:46):
undefined
SPEAKER3: Right. I had another amazing, um, mentor there, Mike Hernandez, who then I worked with, (02:49):
undefined
um, in that role. And then when he left there to be the head principal at East High School.
He asked me to come along with him. Um, and so I served at East High School for a handful of years as well,
(03:10):
which is a community that's really near and dear to my heart still.
Um, and when I got the opportunity, though, to come and work and serve in my own home community,
that was a really special opportunity and I could not pass that up.
SPEAKER1: And we were really lucky that you didn't pass that up. (03:24):
undefined
SPEAKER3: Thank you. Yeah. So that's kind of how I landed here. (03:28):
undefined
Um, and I think I've kind of kept my social work roots.
Yeah. Um, and really trying to maintain a focus on student support and reducing barriers for students,
um, and have always been part of a team that that's really important to as well.
(03:48):
So.
SPEAKER1: Absolutely. Yes, absolutely. And I think it was former principal Mr. (03:49):
undefined
Pliner who reached out to you directly about this job, right?
SPEAKER3: Absolutely. So, um, I remember exactly the day that he called me and said, like, (03:56):
undefined
"hey, I hope you apply for the job."
SPEAKER1: Which was associate principal at the time? (04:04):
undefined
SPEAKER3: Yeah. Um, and just being able to, um, work with him also and learn from him as another amazing mentor. (04:06):
undefined
Like, I've just been so fortunate to have so many people in my professional career to,
um, kind of help shape what who I wanted to be as a principal.
Um, so that's, I think, a really big part of my leadership story, I would say.
SPEAKER1: Oh, absolutely. And now you're in a position to be able to do it for other people. (04:30):
undefined
And that's really, really exciting to be able to give back to the profession and in the way it gave to you.
It's a great opportunity. Was it always your goal to be a high school principal?
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 (04:46):
undefined
personally as a student and professionally as they were my mentors and, and didn't really view myself in that role.
But, um, I think through like the coaching and me understanding more, um, about who I wanted to be as a leader,
(05:12):
I was able to kind of continue to see myself in that role.
Um, and, and I think in this, for this opportunity in particular, um, I felt so strongly about
continuing the work that we were doing at Oregon High School and felt like, um,
that I could do that knowing the community and the staff and the kids.
(05:35):
Um, so I felt really connected to our vision and mission, um, and felt like it was time.
SPEAKER1: It was just sort of the natural next step for you, right? (05:43):
undefined
Even though it may not have been the next step you envisioned when you started your career.
Right? Yeah. So it's the second week of school.
How's it been going so far?
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 (05:58):
undefined
before students returned. Um, we really have kept things kind of rolling along in our similar structure,
um, and continuing our traditions of celebrating with each other and, and learning together.
(06:25):
And so, um, I think it was, um, hearing from other people too, feeling like it was a pretty seamless transition.
Um, and in talking with students, um, this past week, um, as well, I think kids were ready to come back to school.
Oh, don't you love it? Yeah, they really were, um, and and lots of smiles and, you know,
(06:48):
happy to be back with each other and, um.
Yeah. So it's been a really good start.
SPEAKER1: It feels (06:55):
undefined
SPEAKER3: good. (06:55):
undefined
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 (06:55):
undefined
learning initiatives, and part of this is an updated electronics, communication,
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
(07:17):
of a break from their phone, because I think that's also an important part of this.
How's it been going and what impact do you think it's going to have?
SPEAKER3: I think it's been going really well, honestly. (07:25):
undefined
Um, we did a lot of work to, um, prep students in particular for the change.
So we started talking about it last school year.
We've had multiple leadership, um, student leadership groups in the building, um,
kind of speak on the issue with their peers.
(07:46):
Right. Um, and so, like, kids knew that it was coming.
Um, and in conversations with students, too, um, they're, they're really reporting to us that it's not a huge mental
shift for them because everybody is expected to do the same thing, right?
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.
(08:12):
And, um, that with those kinds of devices kind of not in the picture anymore, um,
staff feel more able to connect with kids, they're more able to connect with each other,
and they still have little pockets in their day where they can utilize that--those tools.
But, um, yeah, it's nice to walk into a classroom and like, not see any cell phones.
(08:35):
So it's been really it's been a good shift, I think.
Yeah.
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, (08:40):
undefined
you know, of course we plan on asking them, you know, what have the differences been and what ideas do they have?
And I'm excited to hear what input they have.
Yeah, yeah. It'll be great to read that.
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.
(09:04):
What are your top priorities this year?
SPEAKER3: Um, I think first and foremost, um, for me, and I know our whole school community is to, (09:06):
undefined
um, build our sense of belonging for each and every student here.
Yeah. Um, and that's been a goal at Oregon High School for a long time.
Um, so we're going to continue that focus.
Um, for me personally in this role, I would really, um, love to pull students together and hear from them,
(09:32):
um, anecdotally about what that means to them.
Um, and so doing something like a principal advisory, um, where people have, where kids have a really direct link to me,
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.
Um, and I would say, too, that staff are really focusing on ways to build belonging within their classroom communities as well.
(09:56):
So they're sharing ideas with each other, um, AVID--our AVID practices.
Um, Which is something that we're focusing on.
All teachers building in their classroom really starts at the ground level with building relational capacity,
and spent being okay with spending some time in your classroom doing that.
(10:18):
Yes. Um, so belonging for sure.
SPEAKER1: Because that's foundational, right? If we don't get that right, the other things won't fall into place, (10:21):
undefined
right? So I'm sure that's why you brought it up first.
It's got to be the beginning.
SPEAKER3: Absolutely. Um, and again, that's a continuation. (10:31):
undefined
Um, and I would say also really being mindful of which students are succeeding and which students,
um, still need more support to get there as well.
And what do we might we need to do differently to serve all kids at a really high level.
Yes. Um, so we're we're taking a look at, you know, our data pretty regularly.
(10:56):
Um, our teachers are looking at their data really regularly, in addition to knowing their students as people.
Um, because those things together are really important.
Like one without the other doesn't really give you a full picture.
Whole child, whole child. Um, and then I think that, um, you know, that coupled with hearing from students about what they
(11:18):
need, um, and our staff are really interested, too, in, um, working together in teams.
Our, our professional learning communities to, um, work on, like, what things need to shift to be able to meet all students
needs. So it's really been like, um, a collaborative effort across the building to,
(11:42):
to really understand, um, where we need to put a little bit more emphasis for our kids.
SPEAKER1: Absolutely. Do you see any of those priorities changing in the next five years? (11:47):
undefined
SPEAKER3: I think that's always the work. I think, you know, um, making--so, no, um, I think, (11:52):
undefined
um, you know, we have a Theory of Action that really spells out how we're going to meet our goals.
Um, and that Aheory of Action stays pretty aligned pretty tightly to those things that we talk,
(12:13):
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
is preparing each and every student for college, career and life.
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
prepared for their next steps after. Um, and so like those belonging, you know,
(12:40):
each and every student having success, um, and being prepared for their next steps,
I would say, are kind of like the three big priorities that I don't see changing.
SPEAKER1: Well, everything you're describing is also a part of our Portrait of a Graduate, (12:51):
undefined
right? Which is something that is a big part of the high school and the whole district,
because it really begins at the very beginning.
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
(13:11):
and career life ready. Right? Right. So this is--this is an interesting question.
What is something about the job of a principal that might surprise people?
SPEAKER3: Um, I would say maybe two things. When I talk to people who maybe aren't, um, existing in the educational field. (13:22):
undefined
Um, I think some people think the life of a principal is really, like, behind a desk or in your office.
Um, and I guess that's one way to do it.
It's not the way that I--
SPEAKER1: It's not the Maggie Zywicki way. (13:39):
undefined
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, (13:42):
undefined
um, and supportive of both staff and students.
Um, and also, I think another kind of misconception is that, um, principals only get involved if there's something like a
challenge or something's wrong. Um, but I, you know, like, strategically, really invite kids in to come share,
(14:10):
like, good news with me or, um, I had a student in here just today who plopped down in my chair,
and, you know, she just she gave me an update on life.
And, um, so I think continuing to have really personal connections with students as well,
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,
(14:32):
just if there's something that's wrong.
SPEAKER1: Well, you're demonstrating the role of the importance of relational capacity, right? (14:35):
undefined
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.
SPEAKER3: Yeah, yeah. And I would say our entire leadership team here is really committed to that. (14:48):
undefined
Um, so yeah, I think I think most people like, have felt that and know that, that we're not just reaching out when,
you know, when something's not going right and hopefully feel that there's a lot of communication about what's going right,
(15:11):
too. I know that's really important to our teachers, and they're sending sending communications home to parents,
too, to let folks know when we're just celebrating their kid because they're great.
SPEAKER1: Well, when you--this was--this was news to me and I found this really exciting. (15:23):
undefined
When you're analyzing your behavior data, the most, um, utilized referral in the system is a positive referral.
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.
(15:44):
They're noticing the positive, brilliant, beautiful things that happen with kids every single day.
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. (15:50):
undefined
Celebrate that. And then also like loop in a home adult too and let them know as well.
Because
SPEAKER1: they want to celebrate it too! (16:04):
undefined
SPEAKER3: Yeah, like I still remember when I got a little postcard home about my daughter, (16:06):
undefined
I think, from RCI. And like, that thing hung on the the fridge for years.
So, um, yeah, those things are all really important.
Also at the high school level. So.
SPEAKER1: Absolutely. Yeah. My mom still has the postcards that teacher sent about myself and my sister. (16:22):
undefined
And, you know, they're--they're yellow, but they're there.
Yeah, because they really do matter to people.
SPEAKER3: They do. (16:34):
undefined
SPEAKER1: Um, so I know the schools that you worked at before you came here, and they are wonderful places. (16:35):
undefined
Um, and we're really grateful that you're here.
So what's special about our high school?
SPEAKER3: Um, I would say it feels like a family here. (16:47):
undefined
Um, and we work hard at that. That's not by accident.
Um, but the staff in particular, I would say, um, really is so welcoming.
Um, and we've kind of built this culture of better together.
(17:09):
It's on all of our t shirts. If you see anybody walking around with an OHS t shirt.
SPEAKER1: I saw several (17:12):
undefined
SPEAKER3: yesterday, (17:13):
undefined
SPEAKER1: as a matter of (17:14):
undefined
SPEAKER3: fact. Um, that, like, we really, really believe that the expertise is in the room and we learn from each other. (17:15):
undefined
People take risks with each other to be better.
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,
like, our kids are so kind. They're so kind.
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
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
looking out for each other. Um, having a lot of gratitude for the educators in their life that support them.
(18:20):
Um, really, I remember like, when I first came to Oregon in the AP role, just feeling like,
"wow, this is pretty special here that kids, um, go out of their way to say thank you."
SPEAKER1: I've had that experience myself. And when we have new educators coming into the district, (18:33):
undefined
I love talking to them because they will say exactly that, that the children here are just so nice.
And, I mean, we all have good and bad days, right?
But in general, boy, do we have some kind people in our community.
SPEAKER3: And that's, I think, a really that's a reflection of families too. (18:53):
undefined
Absolutely. Um, yeah. We're just really lucky.
SPEAKER1: So what else would you like, students and families or our community to know? (19:00):
undefined
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 (19:05):
undefined
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
still, and, um, really supporting their students at home or reaching out to us.
(19:31):
Um, like, we have mentors in this building all the time.
Um, and we really feel it that like, the community wraps our arms around our school.
Um, and so, um, I want the community to know that for sure.
Um, and then I think from a more personal standpoint, um, I want people to know,
(19:52):
um, that I want feedback and if, um, you know, if people have ideas for how we can get better,
like, I, you know, we are a learning institution, and I think we all want to know about those things.
Um, and that, um, I really pride myself on being a good listener.
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.
Um, yeah.
SPEAKER1: Thank you, Maggie. That was really well said. (20:21):
undefined
And thanks for joining us today. We're looking forward to a really great school year.
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. (20:30):
undefined
You can find this podcast anywhere you can find podcasts.
Make sure to subscribe if you're listening on one of these apps to get notifications on the most recent episodes.
(20:51):
We'll see you next time on iIside the OSD, where it's all about the kids.
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