Leading from the Hallways: Everyday Habits that Build Trust and Wellness on Campus | Transformational Educators Ep. 10

How do you transform a school that’s lost its way? Dr. Catherine Kennedy did it through trust, not titles.
In this episode of Transformational Educators, host Matthew Flippen speaks with Dr. Catherine Kennedy of the Texas Association of Latino Administrators and Superintendents. When she arrived at Valley View Middle School in El Paso, the campus was in transition, low morale, academic underperformance, and faculty uncertainty. What happened next was a multi-year journey of trust-building, vulnerability, and alignment around purpose.

Dr. Kennedy shares the foundational principles she used to shift culture and outcomes, from greeting staff each morning to knowing the name of every student. If you’re searching for a model of courageous, servant-led leadership that leads to real transformation, this conversation is a must-listen.

KEY TAKEAWAYS
• Daily visibility matters, but presence is what transforms
• Faculty buy-in starts with vulnerability and consistency
• Greeting staff every day created an emotional shift
• Knowing your teachers beyond their job titles builds trust
• Students flourish when faculty know them by name
• Ambassadors programs give voice to shy and struggling students
• Alignment of values leads to alignment in culture
• Creating a shared mission can unify a campus in transition
• Academic success followed emotional connection and structure
• Legacy is built when students feel known and seen

BEST MOMENTS

00:01:34. “So it was a big culture shock for me having to learn stuff like from learning the importance of a good master schedule.”
00:03:01. “Good teachers, good teaching, regardless of the grade level.”
00:05:12. “I wanted to know them as a person, and then I wanted to know their families, too.”
00:07:32. “So choose your attitude. Be present. Have fun. Make their day.”
00:10:54. “It’s the team that really become the heroes because they’re the ones that are going to do the work.”
00:12:19. “So it was first in pride, first in character, and first on the path to higher education.”
00:17:05. “To see them evolve and then become leaders, it was just amazing to see.”

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Transcript

0:00

when you have somebody that believes in you and thinks that you can make a difference somewhere, you, just jump right in. That's Doctor Catherine Kennedy with the Texas Association of Latino Administrators and Superintendents. During her time as principal of Valley View Middle School in the Ysleta Independent School District in El Paso, Texas. She stepped into a campus in transition and began rebuilding trust, energy and purpose from the ground up. once you when the people, there realize as they see year after year, hey, there's some growth here, They want to continue with what we're doing. She proved that transformation starts with people. When trust grows, momentum follows, and with it a culture that believes change is possible. really feel that as a leader, your responsibility to make that person a better human being than when you first met them. By the end of this conversation, you'll learn how daily visibility and presence can transform school culture. How vulnerability and care can strengthen faculty trust, and how aligning values across staff and students creates lasting momentum for change. I'm Doctor Matthew Flippen, and this is transformational educators. Tell us when you arrived at Valley View Middle School, you know what was going on there, what was the culture like? What was performance like, Yeah. So, it was a shock for me. Only because I had spent, all of my career in elementary education, whether it was early childhood and then, elementary. And so when you have somebody that believes in you and thinks that you can make a difference somewhere, you know, I was encouraged by my supervisor wanting to look at a middle school. I was kind of hesitant. But when you feel that you've got to support you, just jump right in. So when I walked into the campus, I had to learn a lot of things. So it was it was a big culture shock for me having to learn stuff like from learning the importance of a good master schedule, high school credit courses, academic training, because I didn't have that at the elementary level. I did a lot of observation and talking a lot to the faculty there, wanting to know why these things were in place. and then along side, I was also looking for some just great practices, like a good RTI structure, procedures of of greeting kids coming into the building a lunch, procedures. So this was a campus with seventh and eighth graders at the time, and we had about 800 kids. And then when I get to the campus, then my supervisor says, oh, guess what? Next year we're going to bring sixth grade to your campus. So not only was I there, and you got to understand before me, the principal was there for, I think less than two years before she got a promotion to the high school. But prior to her, the administration had been there for a long time. And so the teachers had been there for quite some time. So I think they were just, a little nervous because here comes this administrator with no middle school background. And, I think they thought I was going to turn it into an elementary campus. But good teachers, good teaching, regardless of the grade level. So I just needed to, to learn what was happening, honor the work that was there, and then start slowly bringing in, some conversations that was going to result in some changes that would happen probably the following year. Was there anything that was hurting on the campus there were pockets of goodness in different places, we just needed some clarity and we needed to just redefine who Valley View was, what we were about. Of course, academically, with middle school, it's always been a challenge. We were not at the bottom, but we were not performing as well as the high school and the elementary feeder campuses. So we're definitely needed to be done. very interesting at the time, just walking in and just seeing things that, okay, this this is different. But but there's a reason why it was there. And then, when you start having those conversations, you realize, okay, this is what they wanted. It's just not as effective as it could be. So let's come back to the table and let's talk about it. So you had come from an elementary that you had turned around, from a performance standpoint, Right. Right. but you didn't walk into the middle school and just assume that the strategies that you implemented at the elementary school were going to automatically be applied, to the middle school. I would have loved for that to happen. But yeah it wasn't there. And I think again that was one of the reasons why I think my supervisor said, hey, you, you know what needs to be done. It took about six years to transform the elementary campus. And so coming to the middle school, I mean, transformation doesn't happen overnight. And so when you've got, upper leadership that realizes that and will give you the autonomy to do what you need to do, because it will take some time. Then that's all I needed, because once you when the people, your, your faculty and staff over there realize as they see year after year, hey, there's some growth here, there's some good things happening. They want to continue with what we're what we're doing. Yes, absolutely. Absolutely. Was there any, early wins that you had that really built a deeper relationship with the staff? I guess just relating to to the faculty and staff and just little things of just saying good morning to them was like huge and so, I really invested a lot of time in knowing the faculty and staff and not knowing this is an eighth grade teacher, that teaches math. I wanted to know them as a person, and then I wanted to know their families, too, because you want that that connection. And then I wanted them to know me. So I was pretty vulnerable and, you know, shared with them, look, this is going to be a challenge for me, but I'm going to rely on you to, to help me learn what middle school is all about. And then in the process, to my own children were going through that age level. So it was really helpful. But also detrimental in a way, because, they were going to another middle school campus and we would see each other at games because we would compete against each other. So of course it was like, well, what can I who are you going for? Are you going to go for Valley View? Are you going to go route for your child? You know. And so, and then also at the time I was also going through my doctorate program. So I needed their support. And, and so when I made myself vulnerable and they realized, hey, she's she's human, just like us, I think that really helped the whole process of transforming that campus. Yes, absolutely. Yeah. I'm a big fan of being, being vulnerable. when you need help. when we try to put on the, you know, we're we're Superman and superwoman. Look and like nothing gets to us, it's it's hard because our, our staffs, go through hard times and they know that they can be vulnerable in and let us know how to support them Exactly, exactly. Yeah. you mentioned greeting. Was there any other daily habits that helped this, for you, in strengthening culture when in kids. mean, visibility is key. But I also emphasize being present, so I could be visible at a place, but my mind would be somewhere else, right? So the superintendent prior, really immersed our district, and I got to date myself. But he immersed the district in the fish philosophy. I don't know if you're familiar with that. It's a, you know, organization notebook about culture, basically four simple principles. So choose your attitude. Be present. Have fun. Make their day. So those four principles and I really internalized that at the elementary campus that I was at. And then, of course, at the middle school. So I wanted them to feel every time I was talking to them, whether it was out in the hallway or in my office or lunch. That's a great way to have a good conversation. I wanted them to feel that they were the most important person in the world. They were the only person that I was talking to. So that meant, put away your phone. Just be present for them. So in the mornings, definitely. I would walk the hallways. I'd be up there for a parent, drop off, Walk the hallways. Every Monday they would receive a newsletter from me. And it was always a message from me first. And then, it was very common to see in their mailboxes little trinkets, something tangible. I would baked goods for them, put parked in their mailboxes just to let them know I appreciate you. Great job. On the weekend. We had a good win and a football game. Anything I had to do to let them know how much they were valued and appreciated by me. Wow. That's incredible. That is incredible. Now I mean I think about all that you described that you were doing at that time. I mean you were leading a new a new school. You have middle schoolers yourself and you're getting your and your doctorate. did you maintain your wellness during that time? I don't know, Matthew, that, you just you just do it. Lots of prayers. Lots of prayers. I the elementary school that I was at, we had my church was right across the street from that, school, so I would be there. You prayed a lot. And so, again, taking it over to the middle school, you got to have a strong faith. A very strong support, network from your family. So they knew that if it was time for mom to go hide in her bedroom, right? It was like, okay, give her time. but lot of the balance, it just. I don't think I really understood what that meant. It's just it's the work that needs to be done. And you just pray for strength that you could do it. And, And then we got it done. Yeah, yeah, yeah. Exercise was very important. I, I had always been an avid, you know, going to exercise classes. And I continued with that because I think exercise not only helps you physically, but it's more helpful mentally. And the days that I didn't go exercise, yeah, I wasn't a very nice person. So I needed I needed to go grow my, you know, endorphins and, and just go out there. And so that that was helpful. But the other thing too was, relying on, on other people. And so going into a campus where I knew a couple of people, but once you were able to identify those key people that will help and support you, then you know? Okay. And the other the other thing, too, is I was very blessed to, hire, an assistant principal so that that team that you build Is critical. So I was I was very fortunate to have some strong leaders on my side. No that's fantastic. Yes. Yeah. No you're right. So I mean you listed off you know having a supportive family right. Leaning into your faith, relying on that to get you going. Right. Exercise. I mean, it's all part of that. But then when it comes to the work, right, having a team and being able to share responsibility and not feel like you've got to take you've got to be the hero, know, we're we always, say that, you know, leaders are the guide to the goal. I. it's the team that really become the heroes because they're the ones that are going to do the work that ultimately causes it to come across. And it seems like you really took that approach, and Yes. still do today. Oh, yes. Yes, I, I really feel that as a leader, your responsibility to make that person a better teacher, a better student, but a better human being than when you first met them. And and that's huge. And so it's a lot of, a lot of modeling, but a lot of conversation of what is it that we're doing? the beginning of the year, did something so simple, so basic of just, okay, well, what do you value? So we created our list of values. And then it was like at the end of the year, how would you describe the student that leaves our campus. What do you want them to leave with. So they listed this beautiful description of, you know, us. They want the kids to be responsible. They want them to be positive. I mean, beautiful picture. All right, guys, if this is what we want, then how are we going to get there? What are we all about. So we were able to create our our mission statement that was so simple that even when, you know, just thinking back, I still remember it because it was so immersed in ourselves, because we held ourselves accountable. So it was first and pride first and character and first on the path to higher education. then we defined what those three things looked like. And so that that became our our behaviors, which is our values. And so not only did we hold our kids accountable for that, but it's like, okay, as a faculty and staff, we need to behave in this form so that we really achieve our mission statement. it was a great time. It really was. I love it. You know I talk about leadership sometimes, you know from the standpoint of, you know that that all people are looking for three things in their, in their life. They really want to be known. Right. Which I said I was listening to how like intentionally you were they want to be known. They want to be loved sometimes we can walk into a room. I mean, I really love everyone, right? But not everyone believes me when I say that, right? They, you know, they'll say, well, you can't love me if you don't know me. And there's a isn't group to that. So if I'm known and I'm loved and then I'm inspired by purpose, which is this activity that you just described so clearly gives this future inspirational vision that everyone comes around and says, hey, you know me, you love me, and we're on the mission together. And so tell, tell us a little about what the outcome started to look like as this was implemented over time. I would say just having, policy conversations with teachers where they were talking to each other, not at each other, and they were really looking at data differently. But I think the biggest thing was getting kids, because if I took the time to know you as a teacher, then I expected you to take that time to know our kids. there's always a saying that, elementary teachers, they're very nourishing, right. and nurturing and, middle school teachers, they are good at their content. They know their content, but they really don't know their kids. So I challenge them. made it a point to, because anything that I asked of my teachers, I made sure I did it, too. Rolled up my sleeves, work side by side. So if I wanted them to know their students names, by golly, I knew 800 kids names because I wanted them to feel, I know you. And so they really took the time to know our kids. And so we had our RTI process where we would get together and basically go over. We call it a thumbs up, thumbs down process, where we highlighted every students. And so teachers would tell me thumbs up if they're doing well, thumbs down or not, tell them why they're not doing well, or tell me why things haven't proved so. Having the teachers really know their kids was very, very empowering. Before, as we started to build our master schedule, over the summer, I had a, a counselor and, a group of teachers, and they'd come in, go through every single student schedule to make sure they were in the right academic team because we needed to set them up for success. So when they saw that we were taking the time to do these little things and the outcome of these kids that were not successful before the grade, the grade level, before, and all of a sudden they're flourishing because you needed a bounce back with the right person. So yeah, all these little things just really started to to make a difference. And so academic, scores were going up attendance. We had both teachers and students. They wanted to be there. We have an open enrollment policy in our district. So we had, so many transfers because they were starting to hear about the great things that were happening. And when you have a winning season also with athletics and have a great fine arts program, they're going to want to come to your school. So you needed a market and tell our story. That was one thing too. I didn't want anybody to tell our story other than us. And so when you're able then to really grab hold of that narrative, yeah, things are going to change. is there a specific story about a parent teacher, a child, a student that really captures what you wanted to see happen there that really touched you? When you really think about it. So thinking back, I think we forget how powerful the voice of a student is. everything structured when I got there. The school was probably more teacher convenient and what was good for kids. So when we started to talk about what was good for kids, it meant also giving them a voice. And so we started what we call an ambassador program, which allowed the students to have a voice in some of our, you know, committees. Allowing them to share what it is that they want, what's going to attract you to come to school. And then we wanted the kids take our eighth graders to then mentor our seventh and sixth graders. And that really just transformed the whole culture of the campus. But what it also did is it gave the shy students because no school is hard. It's just, you know, the students are going through so much socially, emotionally. So you wanted to provide them that support. So when you see the shy, quiet students that came in in sixth grade that probably just didn't feel this was their home, this is the right place and see them evolve and then become leaders. It it was just amazing to see. But what I loved was when I left the campus because that I was able to go to central office and, see the end in mind. Where graduation day, where I saw my kids that I had. And this is a pretty cool story. When I got to Valley View, those students that were there, I had them at the pre-K center at the age of four, so I'd already made a slight connection, only had it for one year at the pre-K center. Right. So to see them then as obnoxious middle school students, they were still the same kid. It was just a bigger body. And then when I got to see them though, in high school and, and graduate, that just really affirms why you do the work that you do. So it's may not be a specific child, but it's giving them giving. The students that we had at Valley View, the confidence and the leadership skills that I know they would not have had that opportunity when we first started. Yeah. Outstanding. Outstanding. Yeah. So many great things there. I mean, Kathy, you know, that you could do a a schedule that that helps children flourish without knowing the child. Impossible. am right. work. It was put into knowing children. Really knowing them to its ability to, to place them in a, in an environment academically where they would, where they would drive. So, Right, right. Yeah. and so incredible, so incredible. But I really love what you have shared, today. And I know that you did go on to then help kind of reshape all the middle schools. Is that right? yes. Work in progress. I will tell you. Because then we have a new superintendent coming in, and, and so his mission was to just, reinvent our district. Our district was turning 100 years old, so we had a lot of, buildings that were out of date. And, and then enrollment was, you know, decreasing. And so how do you reinvent this district? All you reinvent by passing two bonds and, reimagining schools. So we consolidated, several campuses and rebuilt these beautiful state of the arts, campuses. And so I was able to see the consolidation of, I want to say we consolidated probably 3 to 4 middle schools, so that every feeder had and we were divided into seven feeder patterns. And so the goal was to have one big middle school for every feeder pattern. So we had to consolidate a couple of schools in Davie was one of them. So Valley View and the neighboring middle school, Camino Real, became one school, which is now called the via. You know, school. Oh, wow. Fantastic. Thank you, I love it. No, thanks for all that you've you've shared with us today. You know, there's so many great lessons in this, you know, and it and it does start with really who you are, Kathy, as a person, right? I mean, you are a you are a believer. You can be better tomorrow than we are, are today. Absolutely. you really do love really be love people and children and you've got this incredible can do servant's heart. And that is just so beautiful to see. And, Thank you, thank you. thankful that you are now facilitating leaders coming together to hopefully absorb some of your. It is great leadership terms, through the Tallis organization. Thank you. It's been exciting work and and, you know, I, I thank God for for every opportunity. It's so fulfilling for me. Probably more than than you'll ever know. And and so that's why I want to continue to do this work. It's it's it's truly has been a gift. absolutely. Well, it is it is a gift. It's a gift to those that you've served and to all the children. I just can't imagine the children's lives that you that you've touched and the. And the staff is as well. So, so thank you. Thank you. 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 and education, click the next video.