IIP - Oscar Cano - LSP2 Independent Learning

Place your reflection for Independent Learning activity #1 here:

Attended the Charter Schools Development Center (CSDC) Conference

Attending the weeklong leadership seminar through the Charter Schools Development Center was one of the most important experiences in my growth as an assistant principal. I had just completed my first year in the role and I knew I was ready to deepen my knowledge in areas that go beyond the day to day responsibilities at my school. The seminar gave me the bigger picture. It helped me connect my school site experience with the larger world of charter leadership across California. I walked away feeling more confident, better informed, and more prepared to lead with clarity and purpose. This conference took place 45 minutes east of Sacramento and it was all paid for by my charter school.

From the very first session, it was clear that this was not going to be a typical training. The sessions were built around the real challenges that charter school leaders face. It was practical, clear, and based on the real work we do every day. What stood out to me the most was that every topic felt directly connected to my role. Nothing felt too confusing or out of the blue. I appreciated that the presenters had real school leadership experience and were honest about both what works and what does not. They did not sugarcoat anything. They gave us tools and strategies that could be applied right away.

One of the most helpful sessions for me was about understanding charter law and compliance. Thi is not something I spend a lot of time on during the school year. My work is often focused on instruction, student support, and school culture. Learning about the legal side of charter schools helped me understand why our systems matter and what our responsibilities are. We looked closely at rules around admissions, board operations, special education, suspension and expulsion, and public transparency. I realized that knowing the law is not just about avoiding mistakes. It is about building trust. Families and staff expect us to know what we are doing. They expect us to protect the school while keeping students at the center. Since returning, I have taken more time to review our school’s charter and connect regularly with our operations team to make sure we are staying aligned.

The finance and budget sessions were another area where I gained so much. Before this seminar, school finance felt like a foreign language to me. I always sat in on budget meetings, but I did not feel confident asking questions or understanding the bigger picture. That changed during the seminar. The presenters explained everything in a way that made sense. We learned about the Local Control Funding Formula, how to read a multi year projection, what restricted and unrestricted funds really mean, and how charter schools manage their cash flow. I finally felt like I could see the whole story that a budget tells. My principal connected with me right after the trip and she continued to explain the LCFF in simpler terms to ensure I understood how it all worked.

One of my biggest takeaways was that budgets are not just numbers. They reflect our values. If we say we care about student mental health or about supporting English Learners, our budget should show that. That means looking at how we allocate staffing, how we invest in training, and how we make decisions that truly support student growth. After that session, I started being more active in conversations with our back office team and I now ask better questions in finance committee meetings. I feel more confident participating in financial planning and connecting our school goals with the resources we use to achieve them.

Governance and board relationships were another big area of learning for me. This is something I had very little experience with before the seminar. As an assistant principal, I do not always have a role in preparing for board meetings. Now I understand that how we present to the board and how we build those relationships really matters. I have been attending every meeting ever since then. Last time I presented to the board, I was interim principal and I simply introduced myself. I learned how boards operate, how to follow rules like the Brown Act, and how to prepare agendas that focus on student outcomes. I also saw how communication with board members is not just about presenting data. It is about helping them understand the story behind the numbers. Since coming back, I have worked with my team to bring more clarity to our board presentations as I help my principal with those duties. We now try to include context, next steps, and areas for reflection.

Some of the most meaningful learning came during the sessions focused on equity and student outcomes. These sessions asked us to think deeply about how our systems are serving all students. We talked about the importance of disaggregating data to look closely at different student groups, such as English Learners, students with disabilities, and students from historically underserved backgrounds. One example that stayed with me was looking at growth data for math. A school might show overall growth, but when you look closer, some groups may not be making the same progress. That was the case for us. We saw that our Black students were not growing in math at the same rate as their peers. This was not about pointing fingers. It was about being honest and asking better questions.

We also discussed ways to strengthen Multi Tiered Systems of Support. I realized that while we had strong practices in place, we were not always naming them or organizing them clearly. After the seminar, I met with our counselor and intervention lead to map out what Tier 2 looks like across grade levels. We started checking to make sure we are using consistent data points and following up on students with a clear plan. That work has helped us build a stronger safety net for students who need more than core instruction alone.

Another session that really pushed my thinking was focused on human resources and evaluation. This part of school leadership is often uncomfortable, but it is necessary. We learned how to provide meaningful feedback, how to document support and concerns, and how to create clear expectations for all staff. I thought a lot about how often I was checking in with teachers and how I could be more supportive outside of formal evaluations. The idea of separating evaluation from development stood out. One is about accountability. The other is about growth. Since coming back, I have worked on being more intentional in my conversations with staff. I try to offer feedback more often, not just when something goes wrong.

We also spent time on external communication and advocacy. This was one of the most eye opening parts of the seminar. Charter schools often face public misunderstanding. People do not always know what we do or how we support our students. We learned how to tell our school’s story in a clear and compelling way. We practiced writing short school spotlights and using real examples to show impact. This helped me think more about how we communicate with families, partners, and the public. I realized that we cannot assume people know who we are or what we value. We have to share it clearly and often.

A huge part of what made this seminar special was the chance to connect with other school leaders. I met assistant principals, principals, executive directors, and instructional coaches from all over California. Everyone brought different experiences to the table. We shared ideas, swapped documents, and encouraged each other. I made real connections that I still lean on today. Knowing that I can text another leader when I need support or ideas has been one of the biggest takeaways of all. Leadership does not have to feel isolating. This experience reminded me that there is a whole network of people doing this work.

By the end of the week, I felt like I had grown in every area of leadership. I had a clearer understanding of how school systems work. I saw how operations, instruction, budget, and policy are all connected. I walked away with new knowledge, new tools, and a stronger sense of what it means to lead in a charter school. More importantly, I came back ready to take action. Since then, I have helped adjust some of our schoolwide timelines, added more clarity to our PD planning, and worked on making board updates more useful. I have taken more ownership over how we communicate school data and how we support staff learning.

This experience showed me that leadership is not just about solving problems. It is about building systems that help prevent problems. It is about staying curious and open to learning. It is about making sure that our decisions reflect our values. The Charter Schools Development Center seminar gave me the tools to keep growing. It helped me see how to lead with more confidence, more clarity, and more purpose. I am truly grateful I had the chance to attend, and I know that what I learned will stay with me as I continue to lead and serve in education.

Place your reflection for Independent Learning activity #2 here:

Our superintendent asked our leadership team to read "Leadership Development – Leaders Don’t Make Excuses" by Greenleaf Leadership this year. At first, I wasn’t sure what to expect. I have read many leadership books, and sometimes they feel full of big ideas that don’t always connect to the real work I do every day as an assistant principal. This book surprised me. It was clear, direct, and very relevant to the challenges I face and my growth as a leader.

One of the main messages that stood out was about taking responsibility. The idea that leaders do not make excuses really hit home. It is easy to blame outside factors like district rules, lack of resources, or students and families when things do not go as planned. This book reminded me that my role as a leader is to own what happens. That means owning the good and the bad. When I take responsibility, it builds trust with teachers, students, and families. People know I am serious about finding solutions and growing.

The book challenged me to be honest with myself about how I show up every day. Leadership begins with knowing your strengths and weaknesses. I thought about times when I reacted out of stress or frustration instead of calm and care. The book encouraged me to take time to reflect on my actions and mindset. Since then, I have started journaling after busy or tough days. My drive home is about 1.5 hours, so I have been intentional about using this time to deeply reflect about my day but also showing myself grace. Writing down in my phone what went well and what I could do better helps me see patterns and make small changes that add up. Then, I have my phone read back the notes from the day/week.

Owning mistakes openly was another important lesson. The book told a story about a leader who made a bad decision but stood in front of the team and admitted it honestly. That kind of courage is rare but powerful. I realized I could build stronger relationships by being open when I mess up. I have started sharing my mistakes with teachers and staff. I do not pretend to be perfect and aks for forgiveness when I don't communicate something and it affects them. This honesty has created more trust. Teachers feel safe to share their own challenges and work with me to find solutions.

The book also warned about looking for quick fixes. It talked about the slow, steady work of building real change through systems and relationships. This reminded me of when we rushed to put in a new curriculum without enough training or support. It did not go well, and we lost time. Many teachers ended up not teaching ELD because of this and I later found out. My home office team rushed me to get the teachers to begin teaching without considering the different starting points that everyone was coming in at. The book’s message encouraged me to slow down and follow cycles of planning, doing, checking, and improving. This fits well with how we support students using Multi Tiered Systems of Support. We now take time to train staff, check progress often, and adjust based on what we learn. I see how steady leadership creates stronger results.

Listening is another big theme. The book describes listening as active work that needs focus and patience. I noticed times when I was too quick to respond when teachers shared concerns during a team huddle. I learned to slow down, ask more questions, and really hear them. This change improved how I build relationships. I remember a teacher telling me about challenges with a new behavior plan. Instead of giving quick answers, I asked for details and listened. That conversation led to better ideas and a stronger connection.

The beliefs we hold about ourselves and others shape our leadership. Negative thoughts like “I am not good at budgets” or “That parent will not listen” can stop us from trying. Becoming aware of these beliefs helped me challenge and change them. I remind myself that I can learn new skills and build better relationships. This mindset shift has helped me take on tasks I used to avoid, like joining budget meetings and reaching out to families with more confidence.

Accountability is another important part of the book. It talks about holding myself and others to high standards while also supporting growth. This balance is hard but necessary. I have worked on giving teachers regular feedback, not just during formal observations but in everyday moments. The book said leadership is about helping others improve, not just pointing out problems. This reminded me to celebrate effort and progress. When teachers feel supported, they try harder and stay motivated.

Consistency is key to good leadership. The book says strong leaders show up the same way every day. They stay steady even when things get tough. I know from experience that being inconsistent causes confusion and lowers trust. This book challenged me to be someone my staff and students can count on. Being steady means following through on promises, staying calm in hard moments, and treating everyone with respect.

Communication was another helpful topic. The book says leaders should speak clearly and honestly without confusing language. I have tried to be more direct and simple when talking with families, teachers, and students. This makes information easier to understand and builds trust. The book also reminded me to communicate often, not only when problems happen. Keeping people informed helps avoid misunderstandings.

Building a positive culture is also part of leadership. Leaders create the environment where people learn and work. I have seen how my attitude affects the whole school. When I stay positive and focused, teachers and students feel motivated. When I get frustrated or distracted, it spreads. The book says leaders should make spaces where everyone feels safe, respected, and valued. This is a daily effort. I try to notice when staff need support or celebration.

This book helped me see leadership as a journey of constant learning and growth. It showed me that excuses only hold us back. Taking responsibility, being honest, listening carefully, and staying steady create trust and progress. I am grateful for the chance to read it and share its lessons with my team. The ideas in this book have already made me a better assistant principal and will keep guiding me forward.

Place your reflection for independent learning activity #3 here (only required for make-up assignment):