Ep 194 | How is new leadership changing our middle schools?

SPEAKER_01 0:00

That circles back to the very beginning that this is all very humbling for me because I just, I just go to work. I just go and I'm there for the kids and I'm there for the teachers. But you know, all of that work, it led from our school going from a C to a B. And Bailey has not been a B since 2014. And every single one of our subgroups were able to hit the state-mandated mark, but not only hit it, exceed it.

SPEAKER_00 0:32

Welcome to the Voices United in Education podcast. Each week we showcase the teachers, administrators, and community members who go the extra mile to contribute to the success of every child in Escambia County. You'll meet the real people behind the titles and learn about the amazing resources to support your child's success. Leadership often means not being liked. So when someone is both a leader and voted best of, it hits different. My next guest is the 2025-2026 principal of the year. And today she's going to pull back the curtain on what's working for her, her students, and staff, and what's next. Leading from the front, Bailey Middle School Principal Extraordinaire, Tara Palaciano. Thanks for being here. Sure, what an introduction. Okay, so this is such an honor. So, but be honest, did you have any clue that it was going to be you?

SPEAKER_01 1:28

I had no clue. Was not expecting it. Did not even imagine in my wildest dreams. I work along so many phenomenal people who do phenomenal things. And when I see them, I think, oh, wow, that's a great idea. I should do that. So no, I was not expecting it at all. Very humbled by the honor for sure. So how did you find out? So interesting story. It was a Friday, and one of I have two assistant principals, and one of my assistant principals walked into my office and said, So um, how do you feel about surprises? And she hates surprises. So I wasn't surprised that she would ask me that question. And I said, I don't mind surprises. They don't bother me. And she said, Okay. And she just turned around and walked back out of my office. And so I went home that weekend and I was speaking with my family, and I said, and this was in November, I said, Maybe they're planning something for my birthday. My birthday's in December. I'm a Christmas baby. You know, Christmas babies are ignored. So I was like, maybe she's got something planned. Didn't think anything about it. Monday morning I went to school and we were meeting in a team meeting. We're pretty intentional about taking time to talk about children who need additional supports. And it has all of the main players, the school counselors, the deans. We're all sitting in there having a conversation. And this meeting is just dragging on and dragging on. And I'm looking at my watch and I'm like, I've got things I've got to do. I we can't seriously have this many children we need to talk about today. So I close the top of my laptop and I'm just gonna get ready to say, hey guys, just catch me up later. And somebody else pokes in and says something more, and all of a sudden, I hear this noise behind me, and it's children, and it's during class time, and they're chanting, and it's down a back admin hallway, and they open the door, and my cheerleaders come in and they're chanting, Miss P, Miss P, Miss P is the best. Oh my gosh. And I'm still like, what is happening? And then behind them walks in Superintendent Leonard and Deputy Superintendent Payne and a lot of executive leadership. And Superintendent Leonard is carrying roses. And at that moment, I kind of know what's going on, and I'm still blown away by this whole thing. And so he asks me if I want to say anything. And I said, I have no words, and that never happens. I always have words. Um and I just said thank you. I really, I there's pictures of that moment, and I'm completely shell-shocked, very thankful, very surprised, had no idea. So it was, it was quite a unique moment. I don't even know that I remember it all exactly as it happened because it was so surprising and shocking. Um, and then of course, there were celebrations to be had, and I messaged my family to let them know, and they were super excited.

SPEAKER_00 4:30

That's so sweet. Do you get to see the nomination submissions?

SPEAKER_01 4:35

No.

SPEAKER_00 4:36

Really?

SPEAKER_01 4:37

I have no idea how that process works.

SPEAKER_00 4:39

That is just in a way more touching because it's just completely out of the blue for you. Yes. And you haven't been there long.

SPEAKER_01 4:48

So I became principal at Bailey in 2022. And prior to that, I was principal at Bellevue from December to June the previous year, because that principal was promoted to a district level position. So, no, I've not been a principal for a long period of time. Prior to that, though, assistant principal at Bellevue Middle School for eight years.

SPEAKER_00 5:16

And total time in education, what 20. 23 years. So that's been a long time. I'm curious how your perspective on I don't know, like student success has evolved along that time.

SPEAKER_01 5:32

So it's interesting because your experiences at different schools are different. And what student success looks like at Bellevue looks different for me at Bailey. Different needs, different demographic, different types of parents, different types of children. The evolution is really in trying to figure out where can we best meet the needs of these children that don't just lie in reading or math or passing those standardized tests. That's important for sure. But it's become more about making sure that the whole child is seen and feels heard and feels successful. So I realize that's not a very concrete answer. But at the end of the day, if a child isn't able to learn in that day because there's a lot going on at home or maybe inside of themselves with their heart, if they feel supported and if they feel safe, then we've really done our job. That's where we're going to allow that child to feel safe to learn.

SPEAKER_00 6:34

How do you assess the needs of a student body from one school to the next? Is it obvious because you're an outsider and you're being plopped into a new environment, or is there a pragmatic system that you use?

SPEAKER_01 6:49

The children are different. The way they interact with you are different. The connections that they make with you are different. Your interactions with the families are different. Not to say that one is better than the other. You just learn the community of that school. And then you figure out what the community of that school needs as well. Because it's not just about the kids, it's also about the parents and what are the parents' needs. Because you need the parents to also be able to believe in and be a part of that school as well.

SPEAKER_00 7:19

So it's the contrast from the previous that kind of gives you a clue. You're like a detective.

SPEAKER_01 7:25

Part of what we talk about, we being educators, is you know, we really are experts in this field. No, we didn't go to law school and we didn't go to med school, but we did go to school to be teachers, many of us. And those of us that didn't, but were teaching, we have day in and day out experiences and interactions, training. We learn about child development. We see hands-on day in and day out child development and how different children develop, a lot of times dependent upon what their home environment is. And we we really become experts in watching children, seeing how they interact with one another, and being able to pick up on what some of those needs may be. But it's also a level of trust that you develop with the child, and many times they'll tell you what they need.

SPEAKER_00 8:18

How do you listen to kids? I know that's a weird question, but kids communicate in a kid way that might be coded. I learned from the Gulf Coast Kids' house that sometimes they'll give you a test. They don't cognitively realize they're giving you a test, but they will say a little, I mean, Gulf Coast Kids House, the context there is sexual abuse. So it's about disclosure. And so they'll say, like, oh, you know, Johnny was weird to me today. Yeah. And they're waiting for you to lean in and go, tell me more. And if you do, then they'll disclose. And if you don't, they'll never bring it up ever again. And it's kind of feels tragic, uh, you know, for the adult because you're like, how was I supposed to catch that? Kids mumble weird stuff all the time. How do you, as a principal, advise people in your school in any given school really hear children what they're trying to tell us?

SPEAKER_01 9:17

It's interesting because some teachers have a more innate ability to do that than others. And of course, we all have different personalities. And I just encourage them that if children say something that feels a little off, your gut usually picks up on that, right? So if you're listening to your gut, you're gonna know. And if you don't have a relationship with that particular child to be able to ask or to inquire, then certainly find that preferred adult of that child. It's important to me that every child on our campus has a safe person, has a preferred person. Not all children always find that, and that's the part that's difficult. Some children just have a hard time opening up to teachers, to other adults outside of their home for whatever reason. But I would say the majority of our children have an adult on campus that they trust, that they value. And we kind of all know who that person is for that child. And we just make sure that we communicate with one another. Hey, you know, Sally's really having a bad day today. Could you check in on her? And we also know if there's others that are in Sally's circle, we make sure to say, Sally told us that last night her grandmother passed away. Could you circle around and just check on her? And it's not, hey, Sally, how's your grandma? You know, but it's, hey, do you need anything? How you doing? And if Sally wants to share, she's gonna tell you. And if she doesn't, she's just gonna say, I'm okay. And it's just a matter of checking in throughout the day, just being intentional.

SPEAKER_00 10:52

Well, it's intentional with a team, though. Absolutely. That's different. Absolutely.

SPEAKER_01 10:56

It's different. It takes a team.

SPEAKER_00 10:58

Yeah. Because you can be intentional all you want, but if you're in a culture that doesn't support the action that is the next step after that, you know, that that insight, then it doesn't matter how intentional you are because you know, the environment doesn't support it. Right. When you see the needs of a new student body, new to you student body, how do you create, aside from that really beautiful communication that you were talking about about and talking to their safe adult? I love that because it's so organic, I feel like, so human. But on the side of more structural, educational, programmatic support, how do you make those adjustments when you come in? You know, you're coming in hot as the new principal, and then you see, oh, wow, these are the unique needs of the student body. These needs could be met in a more complete way. I want to make XYZ changes to the program to support these. How do you go about that?

SPEAKER_01 12:02

So, lessons learned. My first year as an assistant principal did exactly what you said, said, came in hot, had these ideas, wanted to implement. Everybody will tell you I'm a hard worker. So I'm not afraid of a challenge, and I'm I'm not afraid, and I like systems and processes. It's something that I really feel makes a machine work. Lesson learned: you can't come in hot. You have to come into an environment that's already established, and you have to observe and you have to watch, and you have to make thoughtful decisions based off of your observations. And so when coming to Bailey, I did that. I got to know the staff. I already knew some of the staff, started building relationships with children and parents, and just watched to see because already amazing things going on. And I did have several teachers come with me from Bellevue to Bailey. And so you have these new people that are coming in, and you have these two different types of schools, types of people who come from two different types of leadership coming into one school together. And so I was really intentional in, and to this day still, about uh kindness. It is something I talk about all of the time: kindness with each other, kindness with parents, kindness with students. Because you can't build a bridge and you can't create a culture without first being kind. And it's not always easy because sometimes people have a bad day. Sometimes people are frustrated and that spills over into another area. But it's really just kind of looking at the whole picture. That's the culture side of it. And then there's the instructional side of it. And that's just really looking at student data, um looking at our student outputs, seeing what's happening in the classroom, and then using our resources at the district level and then my own personal professional development that I've experienced throughout my life, and then making those steps towards changes in instructional practices that are based in research and that are sponsored by and promoted by our district in order to make those changes instructionally. Um, so that's the cultural side and then the instructional side. And then it's super important for me that we created more of a connection to our community. And that's been a big change as well within Bailey, because I just didn't want it to be held within our four walls. And I felt like if our students became responsible citizens and parts of the community, that would then come back into our school and translate into academic success and cultural success with how we treat each other. So, what does that look like, the community stuff? So, specifically this school year, Bailey has been community-oriented for quite some time prior to me. 4-H clubs working with gardening and other community people in working in gardening. We have Builders Club that lays wreaths on veterans' tombstones and does pancake breakfasts at Christmas time, first priority, which we have somebody come in from a local church and work with children in the morning just on character traits and character trait development. So there's always been a community feel within the school. This year in particular, we have been very intentional in reaching out through the Rotary Club in Perdito. We have some teachers that have created some grants. And just this week, we're doing a drive for the Hotel for Dogs and Cats, which will end tomorrow. Um, and all of those donations will go back to the Hotel for Dogs and Cats. And particularly our Leader in Me group, which I co-lead with four other teachers. Those students have gone to the Ronald McDonald House twice this school year during the school day and have prepared a meal on site at the Ronald McDonald House. And that, and it's and our culinary students have come along as well. And the students have really seen what that means to give to those in our community that are in need. And I think that that's incredibly important. And they talk about it and they ask, when are we going back? What else can we do? And so when it was time for our man of food bank drive, there was no even kind of coaching or cheerleading that needed to be done. Our entire school wanted to bring in food and provide food to be able to give to the food bank for families that were in need.

SPEAKER_00 16:42

It's crazy to think about the stereotype of middle schoolers compared to pretty much everything you just said. Right. Because that's so outward giving. And it's so hard. It's just hard when you're a middle schooler. I mean, that's such a liminal state of being as a human because it's like between child, between teenager, which is in itself like a very confused adult. Yeah. You know what I mean? And so to give out to the community, to give from yourself to other people, I wonder if that's even like an orientating practice, a grounding practice to be like, oh, right, I'm a human in this community and I feel weird in my body, and you know, it's strange feeling, but I am here and these other people are here with me.

SPEAKER_01 17:38

And I think what people don't realize is that children, they're very resilient. You don't necessarily realize that a grand majority of them have had trauma or tragedy in their life that would help them build a connection with the Ronald McDonald House. You know, they have lost family members, they have had sick siblings, they have had siblings that have passed away either through natural causes or, you know, through an accident. And so for them, they're able to internalize that, a lot of them, because they've had that same emotional experience. And so for them to be able to go there and provide a meal for a family who cannot even focus on if and when they're going to eat is really not a big sell. It's pretty easy for them to understand. I wonder if it's even cathartic.

SPEAKER_00 18:36

I think so. Yeah.

SPEAKER_01 18:38

I think so.

SPEAKER_00 18:39

That's interesting. Earlier you mentioned the data. Yes. And I I love that you're both knee deep in the sentiment and the data points. Are there data points for your school that you want to brag on? So I have lots.

SPEAKER_01 18:55

We don't have enough time for all of it. But specifically, I was super proud of my all of my teachers and my students and my administration. We work hard every day, all day. However, last year it was really, all right, guys, you know, we're at a precipice. We were going into our sixth year of some of our subgroups underperforming, um, which has serious ramifications with the state. And additionally, we were just ready to not be a C anymore. And so we were very transparent in those conversations. What do we need to do? And what that looked like was teachers being open to coaching. It's hard for them to allow others in and to talk to them about, hey, have you tried this or have what about this? And it's because it's such an emotional job and it's very personal. And so none of them were opposed to being coached. And so we did classroom walkthroughs all last school year with the district, and we've continued those. But the district would come in and provide that support. We would walk through those classrooms. And when walking through those classrooms, when we walked out the door, we would calibrate with the district and look at a model that we use in our district, which is called Get Better Faster. And we would talk about where we can coach this teacher. And some teachers, it's called a waterfall. And maybe they needed coaching that was more baseline, but maybe they were an exceptional teacher and it was difficult to find anything to coach them. But we would find something, always praise because they're wonderful. And so we always made sure that they knew that we appreciated and were and were thankful for what they were doing. But at the same time, hey, you know, I noticed, you know, seven of your kids weren't engaged and they were kind of staring off into space. So let's talk about what we can do to dial them in and get them interested in your classroom. And have you thought about this? Or have you tried this? Or, oh, hey, your science teacher down the hall, they had the same lesson and they had some different ways of approaching that that the children really seemed interested in. Would you be willing to go to that classroom? Nobody ever said no. They were happy to be coached, they were happy to visit other teachers' rooms, they want to grow, they want the best for what the children need. And so that really the willingness of Bailey teachers to do that was really what drove a lot of what we did last year. And then we were constantly looking at student performance data and trying to figure out how we can group these five children who are all struggling in that same area in the classroom. And many of the teachers moved into small group instruction to be able to provide differentiated instruction in the classroom on the spot to the students who are struggling in a particular area. So that was it was it was big. It was huge in what they were willing to do and what they did do last year. Well, the

SPEAKER_00 22:00

The fact that they put their defenses down, that says something about what you're doing. You know? You do know that, right? Well, it does. Because And I appreciate that. Yeah. I mean, it's it's true. If you've, you know, you've you've been in education a long time, but if you make the analogy to the non-education corporate world, and your boss comes in from corporate and he slides in his, you know, whatever the conference room and tells you, you know what I noticed? You need to engage these seven employees because they're not engaged. If there's probably a disconnect there, you know, there's no, there's respect, but it's it's only because of title. Right. The kind of respect that is required to allow that kind of coaching to happen and to actually go all the way is it really deserves another word in English, but you know, that's all we got.

SPEAKER_01 23:00

I appreciate that, you know, and again, that circles back to the very beginning that this is all very humbling for me because I just I just go to work. I just go and I'm there for the kids and I'm there for the teachers. And so I it's hard to see it that way, but you know, all of that work, it led from our school going from a C to a B. And Bailey has not been a B since 2014. Whoa!

SPEAKER_00 23:26

Yeah, since 2014. Yes.

SPEAKER_01 23:29

Yes. And every single one of our subgroups were able to hit the state mandated mark, but not only hit it, exceed it. Wow. Yes. That's major. Yeah, it was it was exciting. And when that data came out, I just I was so excited.

SPEAKER_00 23:46

So it's working. It's working. That's incredible. What would you want parents to know about all that? Because I'm sure they didn't know that story. But is there anything else that you wish parents knew when when on the parent level, which is the micro, right? You're kind of at, you're at, I mean, you're micro for your school, but macro for what parents compared to what parents experience. Is there anything else that you would want them to know about what you're doing from your vantage point that they might not be able to feel yet?

SPEAKER_01 24:19

So I think that's tough because they're not in the school building, which plug for Bailey, come, we want you there. Please come in the school. You can be there, you can make copies, you can walk hallways. We need parents in the school. I think the difficult thing is, and we've tried really hard to communicate the good things, but a lot of times what parents are hearing and seeing is potentially the negative things, right? A child was mean to me today, or a teacher raised their voice, which I do not condone at all. The most important thing is to just call the teacher and have a conversation. There's very few educators in this world who are doing this job to be mean to children. They're truly there for children. They give a lot of their personal time and their personal lives to being at school and to helping children. And they're not perfect. Teachers make mistakes. They're human. And many times they, and they should be, they're held to a higher standard, which they should be, but holding them to that higher standard does not make any of us perfect. So my encouragement would be in that we are really all there to try to have the best result for their child. Academically, there is a standard we need to meet. Socially, children all require different things. And so we're not expecting all children to be at the same place socially or behaviorally. And developmentally, your middle school child is going to do things that they shouldn't do. That's the whole point of being a child. Um, so just recognizing the fact that sometimes what your child has done or what a child has done to your child is developmentally appropriate. And we need to take an opportunity to train and learn through that. So the short answer to that question is to get involved, to call the teacher, to schedule a conference, to have a conversation, and to recognize that we really want, we all want what's best for children. And so by trying to focus on that and creating a space where we are a team, it can only have a positive effect on what we're trying to do at Bailey and in the community.

SPEAKER_00 26:43

At the beginning of our conversation, we kind of opened with assessing the needs of the student body, figuring it out and deciphering how do we lay out the resources so we can give them what they need and get them to where they want to go. And so I think we'll end with something along those lines, too. What are your hopes for these kids in the future?

SPEAKER_01 27:12

That's a deep question. I just truly want all of them to be able to walk out the doors of Bailey and whatever path it is that they take. High school and after high school, whether it's career, military, GED, that they found a space where they feel seen and cared about. And that at some level, they're able to be successful in what they create for themselves.

SPEAKER_00 27:52

Because that's truly what we want for them. I couldn't think of a better way to close this out. Thank you, Tara. And congratulations.

SPEAKER_01 28:00

Thank you.

SPEAKER_00 28:03

Thanks for listening. Be sure to subscribe and share. Voices United in Education is a production of Escambia County Public Schools.