How One Principal Rebuilt a Broken School Culture | Transformational Educators Ep. 6

What does it really take to turn around a hurting school, without losing your soul in the process?

In this episode of Transformational Educators, host Matthew Flippen sits down with Jim Vasquez, now Superintendent of Socorro ISD, to uncover the leadership journey that began at Horizon Heights Elementary, a campus with five principals in ten years. Jim shares how he built trust through one-on-one conversations, why culture must always come before strategy, and how he led with both courage and care to create sustainable change. This is a must-listen for any leader navigating a struggling school or wondering how to bring healing to a fractured culture.

KEY TAKEAWAYS
• Horizon Heights had five principals in ten years before Jim arrived
• Jim’s first step was meeting with every single staff member, custodians included
• Listening to staff revealed both pain points and hidden opportunities
• Small wins built early trust and momentum
• Jim believes "culture trumps strategy every time"
• Not everyone was a fit for the new culture, and that was okay
• Hiring for values, not just test scores, led to long-term growth
• Consistent communication with staff and parents prevented backlash
• Leading through resistance required courage, clarity and collaboration
• A program inspired by Sandy Hook is still running a decade later

BEST MOMENTS
00:02:18. “I was the fifth principal in ten years.”
00:03:24. “Tell me all the great things going on at this school... tell me where some of the challenges are.”
00:04:32. “Not only did I listen to them and speak to them, but I'm taking their advice.”
00:05:41. “Culture trumps strategy. Every strategy.”
00:06:50. “I might get a rookie teacher… I knew they would be a great fit.”
00:09:27. “They may not like it, but at least they understand where we're headed.”
00:10:33. “That's where I get the confidence. What I was seeing was right.”
00:12:14. “She came to me in tears and said, ‘We're moving too fast.’”
00:14:05. “That program is still going strong today… ten years after I left.”

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Transcript

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Today on the podcast. Jim Vasquez. Jim is the superintendent, a socorro Ice-T recently stepping into the role after serving as interim. He is known for his approachable leadership and for building strong relationships with every member of the school community. Earlier in his career, he was principal at Horizon Heights Elementary, a struggling campus that had had five principals in ten years. By focusing on listening, trust and culture. Jim transformed the school into one of the district's strongest. Today, we'll explore how he built trust through one on one conversations. Why Culture must come before strategy and how to sustain transformation through challenges. Let's get into the conversation. Jim One of the things I admire about you is when I was looking up a little bit about your background, I came across an interview of a bus driver. Wow. In Socorro. Oh, yeah. And he was sharing how excited he was that you had been named superintendent. And I thought, well, that's interesting. Why would he be so excited? And of course, the interview asked him, and he said because he came down and is connecting with us. And he referred to himself as the little people, even the little people. He's taking time to connect with. And I really value how important it is to build relationships with everybody. Yeah. And this young man as a bus driver was so enthusiastic about you. Yeah. Being there. So I am so excited to get to have time with you today. Thank you. I appreciate it. Thank you for having me. Share your time with us. Yeah. So we're going to we're going to talk about this transformational leader. Right. And what it takes to take a campus. It's hurting to a campus. It's thriving. And you were sharing with me that you served as principal of Horizon Heights High School. Tell me about that school. What was that like? So it was his Horizon Heights Elementary School. Elementary school. Yes. Know, elementary. So I actually served as a principal at three different schools. But this is where I spent the most time. I was there for five years. So I think I was able to make more of a change at this school than the others, quite honestly. But it was a struggling school. I was the fifth principal in ten years. Okay. So we see every couple of years they're getting a new principal. So there are really no processes, no procedures, no systems in place at this school. So I think it really was a matter of giving them direction, finding the factories and the communication. So, yes, as a result of all the changes in leadership, scores weren't where they should have been. Great teachers, great kids. But I think due to lack of systems. So that was the first thing I noticed and we worked on. So we think about, you know, sometimes how leaders have to start with building relationships, because often there's a we'll call it hurt. You know, the campus is hurting in some way. When you first arrived, what did you see that you would have said was hurting or broken? I think it was just that they they just didn't seem to have a lack of direction. So what I did when I first started, and I've done this at all the three schools, I was so principal at is I met with every teacher, every staff member, custodians, office staff, tell me all the great things going on at this school, jotted them down. I told tell me where some of the challenges are here at this school and jotted those down. So once I met with everybody, I just I started to see trends and there were things that I thought great about the school, but nobody liked. So I and then I noticed, okay, that's my road map. Now I need to kind of get rid of these things or things that they loved and I might not have. Like, I can't I can't change that. I kept going to remember a couple of the things that were a priority during that time. There were a couple of programs I'm trying to think back with. There was this one program that they just did not like. OC and they didn't feel it was been successful, so we moved away from that. A lot of the things too are just being, being invisible, being present, building relationships. And so that served as my roadmap. So now that I see what they wanted, what they didn't want, I started to get little victories at the school just by making these changes and I think that's what built trust. Not only did I listen to them and speak to them, but I'm taking their advice and their suggestions. And that's that's how we start to build trust little by little. And then just having that time with them, that was just the start of the community and of the just a relationship building. Of course, at the end of the day, that's that's what it comes down to, just the relationships you build with your your staff. And I think, you know, that example you used earlier with the bus driver in our district. Yes. Yeah. I mean, I enjoy talking with I talk to everybody and I think that's the key is so I like going down to the to the bus barn or just other places and just chatting with people. But I think it's different when it's talking to someone and having a genuine interest in what they're you're saying. Yeah, right. I think there is a big, big difference and people can feel that. So obviously this young may have felt that you really were listening. Exactly. I mean, it's it is a pattern that we see in transformational leaders. They're great listeners. They're curious. Right. And then they take that knowledge that they've gained and they start sharing the strategy. So what were some of the what were some of the strategies that came out that you felt like you were continuing the wins? One of the things was it seemed like it was kind of a divided campus. Not everybody got along with each other. There was some little infighting here and there. So just doing like a lot of team building those types of things because culture trumps strategy. Every strategy. Yeah, that's exactly right. Yeah. So it's all about that culture building and it took time and quite honestly, and it's this is the hard part is that not everybody was a fit for that school, if you will. Maybe they were going to find success elsewhere. But, you know, I was looking at building a positive environment where everybody got along and not everybody wants that, and that's fine. But yeah, so eventually they some found their way out and they started hiring people who were more like minded, who really fit the culture of the school. And I think that's the big piece is you can you can have a rock star teacher, but if they're not the right fit for that grade level or that school, you know, then maybe that's not the person we get. I am also might get a rookie teacher who's we're still we're she can still mold them, you know. So sometimes I'll even sacrifice the test scores and so forth just because I knew they would be a great fit for the school. Sure. And eventually we get there. Yeah, yeah, yeah. People first. That's exactly right. Hey, thanks for joining us today. One of the things I love about these conversations is how they remind us your work in education matters and your commitment to growth can ripple out to change entire communities. I Gracelyn University. We support educators on that journey through degree programs and partnerships rooted in purpose, not just credentials. For more information, see the QR code on screen or follow the link in the show notes. Now back to the episode. So we have this a this thing we talk about on our team that when we add a new team member, we give them space to talk culture detox because we believe that most people have come out of an environment that has has hurt them in some way or built patterns of behavior in them that don't fit with us. So we want to give them time and lots of attention to move to be assimilated into our culture. You know, when you're stepping in, right, you're trying to come into a big group and detox. That's right. Right at once. But it takes time. It does. It does. It takes intentional relationship building. Was there any crisis that came up during that time that tried to derail what you were doing? There were there were some more on the personnel side. You know, maybe they weren't fully on board with with what I was wanting to do or the vision for the school and so so, you know, they were trying to undermine what I was doing sometimes pockets of resistance. That's exactly right. So. So I think that was kind of the big thing there. But just eventually, those who stuck around came around and they saw, okay, I see what this guy's trying to do. The first thing they see, Well, why is this guy trying to change things here? But once they see the vision and I think that's the big piece is you have to communicate with them through the teachers and people in general. We're we're resistant to change. But as long as you explain to them why we're having to make these changes, they're going to understand they may not they still may not like it, but at least they understand. Okay, I see why they're doing that. And then same with the, you know, the community as a whole, like with parents and so forth. When we made changes to the school, like if there was like dress code changes or traffic pattern changes, it always came through a lot of communication. First, I never tried to change things overnight. No surprises, no surprises and get input, feedback and dialog with them for a loop for a while and then make the changes. That way everybody sees, okay, this. I understand why we're making these changes. I mean, I may not agree, but at least I understand where we're headed. So. So it takes a lot of confidence, you know? Yeah. To stay in and face this, right, Because I can imagine. Tell me about how important that is and how you do that. Of course, obviously, you're there's no arrogance or, you know, pride fullness in confidence. Absolutely. And it's not really a I like to get feedback from people. And it's not just, oh, I want to do this, we're going to change it. But I don't make changes until after I've discussed it with a variety of people and get their input. This see, I think it's time for the change for this and I get a good cross-section of people, get some feedback. Then I feel then that's where I get the confidence. Okay, What I was seeing was right. Yeah. So how do we do this again? Working back and forth with people behind the scenes to come up with systems and so forth. But then moving forward, it's never ever just me. It's, it's, it's always a team. And then any, anybody who thinks they do things on their, on the crazy it's it's but it's confidence in the process it's confidence in the process after talking with these folks and having them help me build a vision and I think also, you know, there's not not a fear of failure. It's it's willing to see that, hey, this week we've come together, you're going to try this, right? And we're going to learn and adjust as we as we move. That's exactly right. Because, you know, the right kind of relationship leader isn't going to punish. Yeah, right. The team if it doesn't work, right? Yeah. The first time we came together. So you made the decision? Yeah. I'll tell you just a an example. We were about to implement a guided reading program into our school, and I was on this aggressive timeline on how we were going to implement this, and I shared it with the team and they were supportive and so forth. But then one of my third grade teachers, I'll never forget this quiet super positive lady. Great, never complain about anything. She came to me in tears and said, We're moving too fast. She said, My students aren't being successful. I think we need to take a step back. And so I asked, Well, tell me more about it. And then so she she shared a thing where I said, Well, what do you think we need to do? And she gave me her feedback and it was great feedback. And I said, You know what? I agree with what you're saying. So talked about it with the team, the leadership team, and it talked about it with some teachers and they were in agreement this year where we are moving fast. And so so it took a lot of courage for that teacher to come to me and share that with me. But I'm glad I listened because the the implementation was successful, may not have been as successful had we kept on with that aggressive timeline. So it's about listening about band and building those relationships where she felt comfortable enough to talk to me about this. Yeah. Yeah. Jim, I appreciate you sharing that, that story. When you when you look back on what you accomplish there, what is a what is a moment that you're most proud of? So it was when I was principal at the time of the Sandy Hook shooting. Okay. And and that was tough because I was a principal. The principal there was killed. So I of that's my peer and and they're all devastated. They're all sad, all the shootings. But this one happened at an elementary school and I was an elementary principal. So that one hit especially hard. And I remember talking to a parent in particular, he says, what can we do? This is right before Christmas. And he says, what can we do? We need we need you to do something. So over the break, I just researched different things programs, and I found this. So the watchdog's program where dads come in, they serve as another set of eyes for safety around the school. But then it's another it's a male role model there. And so I ran it by some folks, ran it by this dad who had come to speak to me. And then they all loved the idea. So we implemented that. That was what, 2011, 2012, something like that. And that program is still going strong today and ten years after I left in 2015. So it's still going strong. So I think that legacy that we created and getting the parents involved, keeping the kids safe, I think that's the thing I'm most proud of. Fantastic. That's awesome. So so I can hear all the transformation, the relationships that happened. Well, from an outcome standpoint, what did it look like a few years after you were there? It was it was great. I will say this. You you know, like I tell you, the culture is even more important to me than being getting immediate results. So there were some folks who who left the school who are successful teachers but did or didn't quite have the same mindset as we're looking for. So we did take a dip in some scores initially after they left, but then we rose back up and I left that school in much better shape than I found it in. Our scores were among the best in the district. Wow. And it was just getting turned over was lower. Turnover was happy to show up. Yeah. Parents were volunteering. Absolutely. I mean, look at the things that we've talked about. Yes. It was just a great culture and I was so, so sad to leave. I was in tears, honestly, when they left. But it was oh, I was just happy that I left it in better shape than I found. I'm surprised they let you leave. Yeah. Yeah, No doubt it's like that. Yes. Yeah, yeah. No, I think yeah, I think that is our saying, you know, And thank you for highlighting that, that there can be a dip in performance because, you know, change can be intense and sometimes people don't get on board and sometimes you, you know, in an investment, sometimes you put money into something. Right. And you lose money, but you're retooling your and in some way you lose performance because you're retooling and adjusting. But it's with this shared vision. Right. And that term turned around. And so I think for new principals coming up that are facing something hard, it's not instantly get better. Yeah. Because you build relationships. That's step one. That's right. Now you got an says implement your strategy. And sometimes that's going to cause people to have to step off the team. That's right. That's right. They're not they're just not the best fit. Yeah yeah that's exactly right And and I you know obviously kids are first and foremost but I had this this philosophy that I follow this you know, if I, if I take care of my teachers, the teachers are going to take care of the kids and the kids will be happy. And if the kids are happy, the parents are going to be happy. So I focused on making sure I gave the teachers the tools they needed to be successful. It has helped support them as much as I could, and wherever I could. And that way they can support our students. But I know since I didn't have that direct impact on the students, I had to go through the teachers since they had that direct impact. But then of course, you build the relationships with kids. I still get reminded today by some parents I went into. They said that you always knew every student's name. How did you do that? So I know you just but it was so incredible just building that that relationship across the board. Yes. Parents. And I do think people get that out of order sometimes. I do think they get they the parent, the angry parent distracts. So I give in to the anger parent. But I've undermined the teacher in the way. And so, yeah, it's definitely true that I think as we invest in, it's kind of like your own family, right? As I invest in my own family, then they can go out and invest in others. You know, your teachers are your family. And so by pouring into them, which part of that meant having to say who needs to be in the family? That's right. Because, you know, supporting your teachers doesn't mean there's no accountability. Yeah. Yeah, right. Definitely there's accountability. Got to make sure we're all moving in the right direction. Exactly. But of course, then they contend the children, the performing children, everybody happy children, happy, happy parents. And now the system is working like it like issue. That's exactly that's great. Thank you for outlining that role. I really appreciate you being with me today. Thank you for having me. It's great conversation. Yes. Yeah, absolutely. If today's conversation gave you fresh insight or inspired you to lead with purpose, please follow the show and tell a friend it helps us reach more educators who want to make a difference for more stories, resources and tools to support your leadership journey, visit Graceland. Edu. Until next time, Keep leading with courage and care. If you want to keep learning about transformational strategies in education, click the next video.