Linking Leaders PodCASt
Episode 3: Journey of a Leader: From Special Education Teacher to Award-Winning Principal
Ever wonder what makes a truly transformative leader? Meet Rachael Caggiano, winner of the 2023 CAS Middle School Principal of the Year Award, whose unique journey into the world of educational leadership is a story of dedication, open-heartedness, and a bold commitment to inclusivity. Listen to Rachael unravel her journey from being a special education teacher to becoming the principal of Derby Middle School. She gives us a rare peek into her leadership philosophy - a blend of nurturing students and staff alike, recognizing the many hats a true leader must wear, and a firm belief in leading with an open heart.
Ever wonder what makes a truly transformative leader? Meet Rachael Caggiano, winner of the 2023 CAS Middle School Principal of the Year Award, whose unique journey into the world of educational leadership is a story of dedication, open-heartedness, and a bold commitment to inclusivity. Listen to Rachael unravel her journey from being a special education teacher to becoming the principal of Derby Middle School. She gives us a rare peek into her leadership philosophy - a blend of nurturing students and staff alike, recognizing the many hats a true leader must wear, and a firm belief in leading with an open heart.
Hi and welcome to the Lanking Leaders podcast. Lanking Leaders podcast features candid conversations with top educational leaders who come together to share experiences and explore pathways to success. In each episode, we engage with dynamic leaders to uncover real life stories, practical strategies and bold insights on timely and relevant topics. We're excited enough to link up and let us help you expand your network of innovation and support.
Speaker 2:Hi, I'm Alicia Bowman, host of the Lanking Leaders podcast. It is with excitement that I introduce Rachel Casciano, principal of Derby Middle School in Derby, connecticut, and the recipient of the 2023 CAS Middle School Principal of the Year Award. Good morning, rachel. Welcome to the Lanking Leaders podcast.
Speaker 3:Good morning and thank you for having me on.
Speaker 2:I'm thrilled to spend some time with you today. I have no doubt that this is going to be a fantastic conversation. To get us started, what are some qualities or attitudes that you believe make the best leaders great?
Speaker 3:So in thinking about kind of what makes the best leaders great, or what I think has contributed to my success a little bit, is really just leading with an open heart. I do everything kind of kids-centered. Kids are at the forefront of every decision that I make. I think that that's really important. And then, in addition to that, I think it's really important to kind of remember as a leader what it takes to be a teacher and that it's not easy.
Speaker 3:So, seeing staff members as human, that they walk in with a lot on their shoulders too, I really feel like it's my responsibility as a leader to take care of everyone within the building and that means in my eyes you know food or a note on your desk, or just seeing everyone for who they are. Just as much as adults love to have their birthday recognized, kids love to have their birthday recognized. I think that those kind of qualities, when you lead with who you are and genuine, then it helps to make a successful environment for everyone. Because we're not perfect as leaders. I'm not perfect as a leader, but if my intentions are good, it helps to kind of move the needle every single day in the right direction. That I'm open and honest and my intentions are with thought and the best interest of everyone, and we can't always make everyone happy. If we're trying to do what's right for students and what's right for teachers, I think we tend to land in the right spot most of the time.
Speaker 2:Excellent. So, speaking of that teacher perspective and always being mindful of that role, can you share your path to leadership with us? Because to me it kind of demonstrates there is no one right path, and I think you've carried those perspectives with you, and so can you say a little bit about that Sure?
Speaker 3:So my path is a little windy. So my background is in special education, became a special education teacher, kind of always knew that that was going to be my direction. In high school I knew that that's what I wanted to be. My mom has been a special ed teacher for the past 37 and a half years. She retired, actually last year. This is her first year retired, although she couldn't leave the school and she's still working in the school. She retired from now as an attendance coordinator. But special ed really just spoke to my heart. It was something I wanted to be a part of.
Speaker 3:Started my career at ACES and then had an opportunity to go to Boys and Girls Village, which is a private institution, and then that led me to Derby. So I was able to land here in Derby, served as a special education teacher at the high school level for a couple of years, had an outstanding co-teacher who said, hey, you know, I think I want to get my own nine too. What do you think about it? And I said, yeah, what sounds like a good idea. We enrolled in the Sacred Heart University cohort program, which was which was amazing. I still have such outstanding connections with other principles leaders from that cohort. We were just so connected and bonded in that process. After that year an opportunity arose here in the district of Derby to be a supervisor of special education at the secondary level, took that opportunity and it was a blast. I had another special ed teacher that I was working with took the elementary and it was the two of us working together to reshape kind of what special ed was looking like. We had gone from a director's model to two supervisors at that point and we're just kind of figuring out what that could now look like After a few years, in that I had an opportunity to transition to the assistant principal and athletic director of Derby High School.
Speaker 3:So that kind of spoke to me in some ways because while I loved being the supervisor of special ed, I felt a little removed from the students. So it was a lot of PBT meetings and a lot of those types of things but I didn't have that day to day classroom contact with students. So when the assistant principal and athletic director opened it really appealed to me because it allowed me to have that interaction with teachers every day, the interaction with students every day, and I'm a big sports person, so the AD side of it allowed me to fulfill that component of where I was. I served for five years in that role.
Speaker 3:Then an opportunity opened at Derby Middle School. I mean I wasn't sure if I wanted to take the risk to be a principal at that point, but I did and made the decision to apply and it's been six years that have gone by in the blink of an eye over here at Derby Middle School. But I've had a little bit of a variety in my leadership path and I think that has been helpful to me to be able to see the very different aspects that leadership takes. So I have that special ed background that is deep and solid for me. But I also understand the many facets that go into being a leader, that you need to be able to have a little bit of knowledge about a lot of things.
Speaker 2:And that's evident in how you lead. So thank you for sharing that. Because of the perspective and how you widen, that leadership lens Take that with you everywhere you go Can't be minimized, and really you definitely show that in your practice. So tell us, rachel, what's one new shift in education that's captured your attention recently, and why?
Speaker 3:So I'm really intrigued by the AI kind of component and what that could do to support and enhance our jobs as well as learning for students. We're having a lot of deep conversations here at my middle school about just what it looks like to be a learner today. You know I joke and I say I feel young, even though I graduated high school, you know, 20 plus years ago. But the high school, the school that we were being prepared for, felt like a lot of memorization, felt like you needed to know this kind of information immediately. And now, with the internet and the way information is so accessible to our students, we really need to make this shift towards. You know, how do I take knowledge that's out there and produce something with it? And I think AI is interesting in. You know, how can that support students to begin thinking processes? But how do we teach kids as well to use it in a safe manner? Right, so we control copied, right, but somewhere.
Speaker 3:But if I'm stuck or if I need a starting ground, it has really kind of proven to be helpful. We started to use it here as we build different things or we're thinking about different things, and it can also help, kind of some of those tasks that used to take a really long time. We can. We can get through those tasks a lot quicker. If you're looking for hey, I'm wondering what someone else is doing out there, and you asked that month. You now have all of these resources available to you to be able to go and and say, oh, that's how someone else did it. Or the internet found someone did it. And then how does that interplay with my district or school or building?
Speaker 2:Yeah, it's great. It's definitely something that's captured our attention here at CAS as well. So, as leaders, we're always trying to figure out how do you find the time? Can you share one or two of your strategies that you've learned over the years to successfully manage the many roles that you have personally and professionally? Any secrets to success?
Speaker 3:So I think I've definitely gotten better over time and those first couple of years as a principal it was. It was all consuming and I just think that's just the way it was. I don't think I was doing a good job at that and I was, you know, taking a lot home and really focusing a lot on you know what was going on all the time. I think it's a balance I've, as the years have gone on, in my own confidence level has kind of grown in what I'm doing. You're able to kind of manage it much better. I pride myself on being available 24 seven to people, which is a pro and a con. So my students know if they need me and they send an email at 11 o'clock at night, they're likely going to get a response. Parents know that as well. I think working in an urban district that is has been beneficial for me because I have families of students who do need me a lot or at various times or that's just when they're accessible.
Speaker 3:But I think honestly just setting kind of goals for yourselves. So I I try to sometimes stay late on a Friday so that I can get that weekend for myself. If I know I'm a very big organizer and planner. I like I send out a week ahead with staff, just kind of knowing what's coming up a week out, two weeks out, so that we can kind of tackle those things and we're not surprised by things. Also, I think a big help has been elevating staff to leadership roles as well and turning to people who have expertise in areas and looking for their support to help with that. There's a lot of knowledge in the school and how can someone kind of share that knowledge or take that role in lifting some of the work together has really been huge in that management Peace and component. But I do think it's important sometimes to realize for yourself like I have to put my family first or myself first. This moment I will catch up, yeah.
Speaker 2:But huh Great. So, rachel, I've had the opportunity to experience the Derby live learning lab. Can you share with us where that idea came from and what that innovation demonstrates about your beliefs as a leader?
Speaker 3:So I had the pleasure of working with Dr Michael Rafferty, who has worked with numerous districts in the state of Connecticut, and he had brought this concept of a live learning lab to Derby and in conversation had shared a little bit about what Milford had done with some of that work. We had the honor of going and seeing some of the work that Milford did where they were doing it over the summer and Mike and I really sat and thought about how can we make our live learning lab something that is Continually available and constantly happening within our buildings particularly this building on a daily basis. So we started to explore ways, as I said, to kind of promote leadership. I've had a core staff here for really that six years. I've had very minimal turnover and what I started to see was the teachers were really starting to seek leadership opportunities and opportunities to grow. So a lot of the work came out of our partnership with Harvard.
Speaker 3:In that first year we partnered with Harvard and a group of it got as high as 43 people within the district were taking synchronous coursework in instructional leadership and when we were in these courses and we were hearing from people all over the world about what they were doing, we started to say, like, why, wonder if? Is kind of how the conversation came to me. And we said, well, what if we could put this practice on display in a lab, in a safe place, in a safe environment for teachers? And it might not work, it might fail, but let's see if it does work for us. And as we started to do that, we started to see teachers say, you know, hey, this new unit, I'm not really sure how to roll it out. Can I get in that lab with five kids and try it? This building, thinking classrooms, what does that look like real? Can we get in there and do it with a couple of kids and I feel comfortable with and see what that looks like? We started to have teachers say, hey, can you record about the first 10 minutes of my class and so that I can look back at it and see you know what that felt like or what that looked like, and that's really what the library lab has turned into.
Speaker 3:It doesn't have to be in our Live lab. It could be, yeah, but this idea that everyone is a learner here is is the key. So I'm a learner. I was taking the Harvard courses with our staff. I continually kind of in reading and putting out books for staff to say like, hey, let's think about this. We're currently doing interviews of kids in math and literacy to get a little deeper understanding about how they feel they are as students. And before putting that forward to the staff, I did it with about eight kids and I filmed myself. Math is not my background, just trying to have people understand that, like, I don't know if we pick old, but we may and we have everyone kind of taking an opportunity or chance to see if what we're doing has an impact academically for our students. So that's really what the lab has brought out this belief that if I try something, it's okay to try, it's okay to fail, but we may hit success.
Speaker 2:So it sounds to me, although it's a place, really it's symbolically a shift of mindset and you had said before you know you lead with an open heart. It sounds to me like you also lead with an open mind, creating that culture of like, well, what, if and why not? And yes, we're all learning and constantly, you know, evolving as an organization, and so having that both safe place is really is really cool.
Speaker 3:So I students love the lab. Oh yeah, they love it. They're like what are you doing? Can I be a part of that? They love to talk and share their thoughts. Or I like the way this feels or I don't like the way that feels. In class, they're loved to have a voice and what's happening. So who better to learn about what they want for their learning experience than from the students? So that's what it's about.
Speaker 2:Awesome. We definitely know that our middle schoolers have a voice and to see your teachers and your administrators and a larger role and just to again create that atmosphere where we're all learning and growing, where learning from each other is awesome. So are you ready for the Ignite round? You're going to lighten us at rapid speed, all right. So who inspires you? Who are you following or reading?
Speaker 3:So that varies, I'll be honest. It's just kind of it's going to be funny, but I'm going to say I'm a big fan of TikTok. Right now, education TikTok, I love it, and I say Twitter, but now it's X. There's just so many great ideas out there sometimes that you can like something or quickly take a picture of something and I think just it's everyone kind of inspiring each other and just being open to different things. We're obviously just finished a John Wooden book that I think people it's more sportsy, but I'd love to kind of read those sports connections and see how I can tie some of that into the motivation for adults. But just really kind of try to stay current with because it is rapid fire, like you said, of everything's changing quickly. So just really trying to keep new ideas coming coming at me.
Speaker 2:Awesome. So if you were to pick one or two of your best pieces of compression, so compressions like a condensed thought or concepts, like I always say, go slow to go fast Not my words, but someone else's what would you say? They are Like, what do you have like a mantra or something that you know your faculty or staff or students would say oh, she always says that.
Speaker 3:I don't know what the kids would say, but we kind of always say here, like DMS, on the rise, so it's not like go slow to go fast, but it's this belief or idea, like you said, that like we are moving the needle. It may not be fast, it may be fast, but we all have to get better every single day and that's a group effort. Like you said, that's that's me going to school, that's teachers going to school, but us rising step by step, and that it's a joint responsibility to rise together and that students rise us up, teachers rise us up, but we're all responsible to do the work together to make a better future.
Speaker 2:Awesome. Is there something about leadership that you've thought recently?
Speaker 3:I don't think there's anything I've rethought. I think although, like I said, my path has been winding, I feel like I'm exactly where I should be. I love doing what I do. There's nothing better than connecting with kids and seeing them strive. It's been an awesome experience. I think there's nothing I would change about what I've done. I just think that it's.
Speaker 3:I think it's hard and I think, if anything, the pandemic showed us that everyone needs to feel that support around and I think it's important as leaders that we take the time with each other to check in on each other sometimes. So I think with COVID we got so isolated and the only thing I would say I'm not rethought or reignited for myself is just that connection with others. Out of sitting out there and joining, for example, like the cast principal connection. I've recently participated in urban middle school leaders principle, just kind of hearing from other leaders that we really are in the same boat a lot and so what ideas does someone else have are huge and making those connections with others, I think are just really big Awesome.
Speaker 2:So we talked a little bit about AI, so we'll go down that path. So, as you said, your kind of your school motto is together we rise. Share one thing that your middle school students have taught you that have helped you to rise as a school principal. I'm sure there's lots, but maybe if you could narrow it down.
Speaker 3:The kids teach me so much every single day and I think what they show me every single day is that really all my students in my school want is this shared kind of respect. If you give them respect and a space to be their selves as they try to figure out what that looks like, then they will give it right back to you and to be there for kids. I think if you asked every single one of the kids in my school, they will say that myself, ms Cortiano and the staff here are there for them, and that, to me, is huge because, although we are molding their future, we are responsible for making them feel safe in a world that is constantly evolving and changing and there's a lot of pressure on them to be a lot of things and I think for me it's key to just be there and being visible for them. I know, alicia, you visited my school, but about four years ago I moved my office out of the main office and went into a classroom in the middle of the school and it has been the most beneficial move that I could have made for myself.
Speaker 3:My mental ability and kind of the connectedness with my kids and my staff Just to not it may not always be good for work production, because it's a very busy space, yeah, and I make my other spaces to do things quiet, but I like it that way. I like that when a kid is having a moment, they walk in and say I just need to sit down and talk, and that's an adult too who's like I'm going to work, let's get off this call. Can we run through it? That? I think the connection is the key and the kids would say she's always there for us. That's what I heard a lot through the process when I was nominated to be principal of the year is the kids were like Miss Kajena, she's there for us, it doesn't matter what time, and that, to me, is the most important thing, that's great.
Speaker 2:Yeah, I was gonna say in my closing question well, where can people go to find out more about you and your work? Not work. And then I was thinking, well, where can they go find you, which would be in the heart of the school, literally not in an office. But, rachel, where can people go to find out more about you and your work?
Speaker 3:So we try to capture a lot on Twitter. So we're at DerbyMiddle, underscore C-T. Our website is derbyprideorg. We have a ton of information about what we're working on and how we're pushing it, and then, of course, people can just come. We love nothing more than having visitors. The kids love it too. So if anyone ever wants to swing by and check out the middle school or what we're doing here, we'd love to have that as well. But it's a pretty unique place here, derby, connecticut five square miles. But we have a lot of heart, a lot of passion and, as our superintendent says, we have the grit, the grind and the glory. We came up with the idea that you have grit inside of you, you have grind inside of you, but we make your own glory, and that's just what we're trying to do. We're trying to have each kid make their own glory, make their stamp on the world's and leave the world a little better than they arrived with it, and I think we're making great strides here at Derby at doing that.
Speaker 2:You absolutely are, rachel Casiano, principal of Derby Middle School and Derby, connecticut, and the recipient of the 2023 CAS Middle School Principal of the Year Award. Thank you for your honest and enlightening conversation. As we launched the linking leaders podcast, our goal is to connect the great educational leaders across our small state and I'm confident that your passion and your honesty and your enthusiastic leadership and, let's be honest, your heart will spark ideas and create conversation and inspire action from colleagues throughout Connecticut. Rachel, our sincere gratitude for sharing your time and talent, your grit, your grind and your glory and, to our listeners, we'll see you next time for a new conversation of linking leaders.
Speaker 1:Thanks so much for joining us for this episode of the linking leaders podcast. This episode is brought to you by the Connecticut Association of Schools, serving schools and their leaders since 1935.