About Shane Beckett
Shane Beckett (@MrShaneBeckett), is the Principal at Donald Young School in Emo, ON. He started his career as a teacher at Onigaming School at Onigaming FN and then moved to Fort Frances High School where he was a Physical Education teacher and a Guidance Counsellor. Six years ago he became a Vice Principal at Robert Moore School before moving to Donald Young School where he has been the Principal for the past four years.
He enjoys working with students of all ages and has really learned to enjoy leading an elementary school. Shane still coaches high school athletics (football and soccer).
**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.
Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast.
Sam Demma (00:59):
This is your host and youth speaker, Sam Demma. Today’s special guest is Shane Beckett. Shane is the Principal at Donald Young school in Emo, Ontario. He started his career as a teacher at, Onagaming school, in Onagaming FN, and then moved to Fort Francis high school where he was a physical education teacher and a guidance counselor. Six years ago, he became a Vice Principal at Robert Moore school before moving to Donald Young school where he has been the principal for the past four years. Shane enjoys working with students of all ages and has really learned to enjoy leading an elementary school. Shane still coaches high school athletics, along with his teaching career, coaching football and soccer. I hope you enjoyed this conversation with Shane, and I will see you on the other side, Shane, welcome to the High Performing Educator podcast. Huge pleasure to have you on the show. Please start by introducing yourself.
Shane Beckett (01:54):
Yeah, sure. You bet. Thanks for having me on. My name’s Shane Beckett. I’m a Principal at Donald Young school in the small town of Emo Ontario, which is about halfway between Winnipeg and Thunder Bay. We’re a little rural school, K to 8 and I’m excited to be on the show.
Sam Demma (02:11):
When did you realize throughout your own journey as a student looking for careers, that education was the field for you?
Shane Beckett (02:19):
Well, I mean, for me, I guess it started, I had some you know, traumatic stuff happen as, as a kid and school was a safe place for me and teachers were kind of that inspiration. And so always growing up, those were the, those were the people I looked up to. Those were the people that made me feel safe. And so I guess it would, you know, in, in a, in a way when I was little thought about that, I wanted to aspire to be those people. And now it’s more me thinking about wanting to give that back to to kids and help motivate kids to move forward to
Sam Demma (02:48):
When you say it was your safe space, what do you think made it a safe space and those educators that contributed to you feeling that way? What did they do that helped you feel that way?
Shane Beckett (02:57):
Well, you know, what was interesting as a kid, I didn’t really know any better that things weren’t going well for me as a kid. Cause I just thought that all kids were going through the same thing as me, but now when I, when I look back at it, you know, these these teachers accepted me for who I was and for some of the behaviors I might have had at that time, didn’t single me out. Didn’t make me feel like I was any different than any of the other kids. And, you know, sometimes when I was getting into situations as a, as a young kid rebelling a bit, they you know, they’d sit and they’d listen to me. They’d they’d I guess, relate to where I was coming from. And sometimes, you know, maybe gimme the benefit of the doubt or gimme that motivational talk you know, some of that nice sports chatter. And I think some of those things really helped me to feel safe in that Mo in that moment. And then being able to have some of those teachers be involved in sports for me too, really was a, was a, was a key thing for me. I got to be around the right group of people and got to get some of that aggression and behavior out on the sports field rather than having it own in the playground.
Sam Demma (04:04):
I love it. We definitely need educators who accept human beings for who they are and hear them out and listen. And it sounds like the ones you had in your life did an amazing job at what point. So growing up, you know, you aspired to be like, like, like the educators you had, at what point did you formalize it and start making the decision to pursue the path. And from that moment forward, what did the journey look like?
Shane Beckett (04:29):
Well, so high school being an athlete and, and probably doing fairly well in, in athletics, the goal was to be a PHED teacher. That’s what I was gonna do to grow up nice. And a BU my buddy, and I mean, my best friend and I were both, that’s what we were gonna do. We were gonna grow up to be, you know, the, the high school PhysEd teachers in a way we go what was great was that we had an opportunity to do co-op placements when we were in grade 12 and I got to do the first semester and he hit the second semester doing the co-op placement in, at an elementary school with seven. And eights really helped me to realize, yeah, this is exactly what I want to do. And then my buddy, when he went into it, he’s like, man, I, I don’t like kids, like, and it was an opportunity for him to realize that rather than going through, you know, four or five years of university, and then realizing that he doesn’t like kids.
Shane Beckett (05:16):
So I’ve always kind of thought that I wanted to get into education in particular into the Fette into things and be able to coach and give back in that regards too. And co-op gave me that opportunity to really solidify. Yeah, that’s what I want to do. And then the process was really a roundabout way. I was a football player and had some looks in the states and blew up my knee and, and then bounced around a couple of schools in, in Canada and ended up at the university of Manitoba. And from there got some pretty cool exposure got to volunteer with a Paralympic sport called gold ball and took my coaching career kind of in that regards became the national coach of the, of the Paralympic team and got to travel the world. So I got some cool experiences there that helped me as a PHED teacher to learn how to adapt programs and specialized programs in that regards.
Shane Beckett (06:07):
And then PHED naturally leads it to guidance, I guess, is kind of a natural thing when you’re doing all of that coaching and you get those connections with kids and got into, got into guidance and really felt that I was making a difference in that regards, not just so much on the sports field, but now making those connections that educators had with me as a as a student. And so I never thought I’d get into being a principal. It was never something E ever, ever wanted to do. My wife gave me a little nudge and cause it was something she was aspiring to do and I thought, well, I’ll go for it and, and, and see what happens. And just as the wheels kind of kept moving it it seemed to work one of the real cool, cool moments.
Shane Beckett (06:52):
And as I said, we’re going through the show notes. I was kind of saving the story for later, but I’ll jump into it now. Yeah, please. Yeah. So I’m a, I’m a guidance counselor and I went into went to a workshop about some local resources and not resources. I’m looking you know different programs and you know, government programs, those types of things that can help kids. And I saw they did a presentation on a program called natural helpers and it’s a big program in the states and there’s some school in CA schools in Canada that run it. And this there, the mom was from thunder bay and she mentioned that there was a double suicide at the high school and this natural helpers program really helped to support the kids and get, and kind of keep school normal and, and, and rolling.
Shane Beckett (07:42):
And so I went back to my administration and said, so like, what would happen at our school if we had a double suicide? And, you know, we talked me through some of these processes. And so I started to think, you know, what would we do at the school? Then I got to go to a, an anti-bullying workshop. And it was really based on the attachment theory. And I started to see myself in a lot of the discussion that they were having, cuz as a young kid, I was I was a bully and I could see that, that connection between having a caring adult and you know, and, and that student that needs it. So I went to my vice principal at the time and I said, Hey, do I got a deal for you? You give me one section per semester and I’ll be a caring adult for for kids that are coming into the schools in particular, we were thinking grade nines at the time they’re transitioned from elementary and you know what, you go to your administrator, that’s never really gonna happen.
Shane Beckett (08:39):
And he came back to me a couple weeks later and he goes, you got it. And I said, what do you mean? I got it goes, you got it. I says, what do I do now? He goes, I don’t know, you’re the one who wanted the time . So from there we, so from there we developed, we developed this it was kind of like a, a coach for kids and then moved into natural helpers program. But as I got to talk to this vice principal a little bit more, who’s now a superintendent in our board. It, he said he never wanted to get into administration either and it, but he realized that the higher he went, the more impact he could have on kids, not necessarily that direct impact, but through programming through these types of opportunities. And I thought, you know what? I’d like to be that guy that provides that spark for a teacher who comes in and has a crazy idea and then try to fight to get that, that idea rolling. And the program, when I ran, I mean, we, we saved lives through, through those years 110%, and we can get into those stories too, if you want. But it was that, that idea of being able to give people that opportunity, like he gave to me that really did spark my move into administration.
Sam Demma (09:48):
I had a pass guest and I mentioned this a few times now who told me the best candidate for principals are teachers who don’t wanna leave the classroom. And the best candidate for superintendents are principals who don’t wanna leave administration. You know, when you love the work you’re doing so much it, it means you’re in a good position, but it, you know, if you love it and you truly enjoy it, you could probably make a bigger impact. Like you’re saying in a, in a, in a much larger way at a higher level where you’re seeing, you know, this Eagle view or bird’s eye view, as opposed to on the ground, which is still very important. They’re both extremely important jobs. You mentioned saving lives and I would love to hear maybe one of the stories that comes to mind. I think something that really inspires educators who are considering this vocation and people who are in it, who need a little reminder is a story about how a program changed the student’s life. And if it’s a serious one, absolutely changed their name just for the privacy.
Shane Beckett (10:46):
Oh yeah. I’ll leave I’ll I’ll yeah, I’ll definitely do that. So this natural helpers, program’s pretty, it is a pretty cool program because it, it basically takes kids who are naturally helping their, their peer group and it teaches them to be better helpers. So we would, we made a little tagline in our group, you helping helpers be better helpers. And so what we did is we used our school climate survey. And again, this administrator that I worked with, he moved into being the principal of the school and I said, Hey, can I get on the school climate survey? Like, I just want, I need names of kids. I, I need to know you know, it, you know, Johnny goes to Sally for all, for all of her his problems, right? Like that’s the go-to person in this group. And I need to find those 20 kids from all walks of life around the school so that we can pull them and help them be better at helping their friends, being able to see the red flags, know the resources and people to go to, and also having a contact point, like someone like myself, that they can come to and say, Hey, you know what, like this is what’s going on.
Shane Beckett (11:46):
And I need a hand on trying to fix it. So we, we got on the school climate survey and for we, we started this program where you do a, at the beginning of the school year, you do a retreat with these kids, no cell phones, no whatever. And we, we learn how to be better helpers. And some of the best moments in that retreat is around the campfire at night when these kids don’t really know each other, cuz they’re coming from all the different corners of the school, they start to share and start to become this cohesive group, which is a really cool thing. Like, you know, after two nights kids are crying cause they don’t wanna go back to school because it feels so safe to be in that group. And then we do monthly check-ins and, and training. And so one of the, one of the training pieces that we did was around teen suicide and we did kind of a modified version of safe talk and talked about the process that this is, you know, too much of a load for kids to carry.
Shane Beckett (12:44):
They need to be able to, you know be okay with their friend being upset with them, for going to an adult and saying, this is, this is too much for me. And then we worked on that process. And so where you see where it really worked was one night I got a I got a phone call from one of my students and he’s like Mr. Beckett, can I can I come see you in the morning? I said, sure. What’s going on? Oh, not, no, no big deal. We got this figured out. I, I just want to come and touch base with you. I said, sure. So the way the story went was we had two grade 12 students, overachieving kids. They weren’t necessarily friends, but they would Skype together and, and do homework together in like, you know, for you physics.
Shane Beckett (13:26):
And one of the big things we talked about with these kids is lots of times when you’re talking to your friend and they say, you know, something’s going hard. We like to come back to them with, oh yeah, we understand. Cause it’s hard for me too. And we don’t ask that, that why question. So this kid they were studying away and, and you know, one of the kids says, oh man, I’m so tired. And so rather than, you know, the student is part of my program saying, oh, I know me too. I was up late last night. He said, oh really? Why? And just like that, this kid said, well, last night I tried to end my own life. And so, wow. So now my students freaking out that he doesn’t know what to do for me. So he caught, he texts his buddy and says, Hey, what are we gonna do?
Shane Beckett (14:11):
He goes, we’re gonna go talk to Beckett in the morning. That’s what we’re gonna do. And we’ll get this all figured out. So they came in, they spoke to me, I spoke to the guidance department and the the school counselor. And without me ever talking to that student who said that they were talking about ending their own life. We got help for that student. And and got him the counseling that he needed and everything worked out a few weeks later, I ran into that student. I know he knew, I knew. And I knew that he knew that I knew and right. And so we were at I think it was an elementary Christmas concert or something. And I ran into him and I just said, Hey, you have a really good friend in Johnny. And he just smiled. And he said, yeah, I know.
Shane Beckett (14:53):
I said, are you doing okay? He goes, I’m doing great. And that’s it. I never had to talk to the student. I didn’t, but the process was in place. And we established that as part of this program. And we saved that kid’s life without me ever having to be directly involved in it. And so it just spoke so, so loudly about the importance of the program and what it was doing for kids and the awareness that these high school kids were having around those situations. So that’s the story. One, one particular story of saving a kid’s life without me directly doing it.
Sam Demma (15:22):
Tell me a little bit more about the program itself. It sounds really impactful. What does it look like? Is it something you still do in schools today? Like tell me more about
Shane Beckett (15:30):
It. Okay. Well, Matt, it’s, it’s a can program. Like I Googled it and it’s these two binders you buy for a thousand dollars, right? And then you kind of morph it into your own. It’s pretty big in the states. If you Google natural helpers, you’ll see that there’s a lot of school districts in the states that have these natural pro helpers, you know, websites and programs and whatever else, but we hadn’t seen it in our school district. Now the unfortunate part is I guess, twofold. About four years into the program, we had to work rural situation where we weren’t allowed to do extracurriculars. And so this was deemed an extracurricular. And so, because we went on retreats and we did those things. And so I wasn’t able to continue the program that one year. And the following year I switched positions and moved to as a technology coach out of the board office, cuz now I’m in the principal’s pool and all of these things and no one picked up the slack behind me.
Shane Beckett (16:26):
And so after that story, basically the program kind of died, but one of the cool things too, that it did for our high school getting on that school climate survey and let that administrator allowing me to get onto that survey. One of the questions was named two teachers that you go to. And at that point in time, I mean, sure, I had lots of hits. Okay. But that was my role. Our principal had more hits than our entire guidance department at that time. Wow. Cause our guidance department was really geared towards the academia, the post-secondary, the paperwork side of things, but not the, you know, heartfelt touchy, feely part of it. And that was an issue. But because we got that data, it, it started to morph how our guidance department looked. And so they brought in new counselors that did the academia part of it, but also then provided more of a counseling part of it on that end. And so now I feel even though at our local high school, we don’t have that program in place. We have changed the way that that pro the, the actual department runs. And so it is still a safe place and it’s a, and, and a secure place for kids to go a supportive place for kids to go. And maybe there’s not as much of a need for that natural helpers program anymore because we help change the face of that department in general. So if
Sam Demma (17:49):
That that’s awesome it makes total sense. What keeps you personally inspired and motivated with a full cup to show up and try and make a positive difference on so many young people’s lives?
Shane Beckett (18:01):
Well I have on my whiteboard at work there’s two, two quotes that, that I have on there. So that’s the first thing I see every time that I, that I walk in. And so the, the the first one is the good is the enemy of great and the sports kind of quotes that I’ve used when coaching, but it works for school as well. And it’s that idea of if things are going well and things are good, we’re afraid to make changes because we don’t wanna wreck good. Right. But we’ll never get to great unless we make those changes. So being able to just kind of see that and remember that when staff is coming in and saying, Hey, I’ve got this idea or when students are coming in and, and having ideas for clubs or those types of things, like being willing to be flexible enough to make some changes, because things are going well at our school, but we’ll never get to great unless we make some changes.
Shane Beckett (18:52):
And then the other quote that I have up there that we developed as part of my coaching is the ABCs of win. And so ABC is anything but chance and win is what’s important now. So what’s important now is anything but chance. So there was one thing that I used a lot in my counseling with kids too, is like, let’s not leave it to a coin flip and say like, am I gonna have a good day heads or tails? Let’s let’s do all we can right now, so that we’re not leaving it to chance that, you know, so it’s that kind of proactive approach and that, that empowering approach too, that I, it, it’s not just chance that life doesn’t happen to me. I happen to life. And so those are two things that every day I see up on my boards, that help to inspire me when working with kids or working with teachers.
Sam Demma (19:34):
I love that being a sport, having a sport background, my myself also blowing out my knees and my senior year of high school and having three surgeries losing out on a full ride scholarship to Memphis, Tennessee, like, oh, awesome. We have some similarities. That proactive mindset I think is so important. What resources have you found helpful in terms of your own professional development and learning? That’s helped you in education that you kind of proactively Seeked out and maybe it’s well, you shared one, which is a natural helpers course, which is amazing. Yeah. And people can definitely check that out, but I’m wondering if there’s any other philosophies, people, you follow books, courses, things that you’ve been exposed to throughout your career that you really resonated with or found helpful.
Shane Beckett (20:22):
Well, you know, it’s that’s a tough question as far as resources. Yeah. But not much of a reader. Like that’s just not my jam. And I think that if I was to write the literacy test right now that I’d have a difficult time passing a literacy test, just cuz it’s not, not my thing, but it, I mean, I’d use that as an inspiration too, because I have other skills that allow me to get to where I am. Like I don’t have to have that skill. I can use, you know, Grammarly to help me do my writing and, and that type of thing. So not much of a reader, but it’s I mean, learning from the kids really has been a big resource for me and actually sitting and, and listening to them. And then what’s been really empowering for me too, is when you’re in the high school and you’re teaching and now we’re in a small town and I see those kids that I didn’t know, I made an impact with that now, you know they’re running the local gym and my kid’s now going to that gym.
Shane Beckett (21:14):
I know you can sit back and say, Hey, you know, Mr. Beckett, like it was a really big deal when, when this happened and, and learning, learning in some of those decision points that, that I made, whether I went the right way or the wrong way, it’s been a real valuable, valuable lesson for me. So it’s that, that reflection part. And then my brother-in-law, who’s younger than me and wise, beyond his years has really got me thinking into those, you know, Shiism and some of those types of things and, and the, the power of being in the now, you know, and being the master of your own destiny. And those are some really big things for me. And then, geez, now you’re gonna put me on the spot. I don’t know the name of this newsletter. I, I, I subscribed to one newsletter, man. No worries, but it’s, but it’s a leadership, it’s a leadership newsletter that has a sports reflection on it. Nice. So it talks about, you know, bill Belichick and, and how he does this with his players to motivate them. And it’s a quick little snippet, you know, once a week kind of a hit. And so that resonates with me because it’s sports leaders and then being able to learn from their leader leadership abilities and bring that back into the school.
Sam Demma (22:21):
Love it. I love it. And it sounds like you’ve had some great experiences learning from the students themselves. I’m sure you’ve probably also had great experiences learning from colleagues, whether it’s other principals you’ve worked with even teachers you’ve worked with. I think if you approach every situation with an open mind, knowing that you can learn something from every person you meet, you grab a lesson from anything you experience, which is really empowering.
Shane Beckett (22:50):
Yeah, absolutely. Like, like talk about this superintendent that we have now. Like I’ve just learned so much from him in where he inspired me by giving me that opportunity to then talking to me about being able to be a, a bigger impact, the higher you go, the less direct and the less of those like interactions, but then at the same time, being able to provide those opportunities. It’s, it’s people like that. And it’s nice to be able to, again, in a small town, be able to have that opportunity to go back to him and say, Hey, I want you to know the impact that you had on me. And the reason I am where I am today is because of some of the things you did for me, whether you knew you were doing it for me or not.
Sam Demma (23:29):
I love it. What if you could go back to your first year in education, what advice or feedback would you have given to your younger self that you think would’ve been helpful to hear when you were just starting and not that you would tell yourself anything to change your path, but advice you think that would be helpful for someone who’s just considering getting into education or that you would’ve liked to have heard more of when you were just starting?
Shane Beckett (23:56):
Well, I mean, I think some of the, some of the mistakes I made in my first year was trying to be friends with the students rather than friendly with the students. Mm. And it, and it’s tricky when you’re, when you’re coaching and you’re teaching PHED it’s that different environment. Right. But I think sometimes being young and being new and teaching 18 year olds, it’s it, it’s hard to differentiate, differentiate that. And I made the mistake, I think a few times of thinking that you know, being friends and then we’d do the right thing and then it wouldn’t come back to bite me did come back to bite me. Like I had some early times in my career where I got written up by administration because of the decisions that I made that I, you know, and maybe being a little bit too open and honest with, with my students where, because I’m thinking more of the friend line than I am, you know, that, that separation between teacher and whatever.
Shane Beckett (24:52):
So learning some of those things. And the, the other thing too, was really that the face to face communication, some, you know, earlier in my career as a athletic director, you know, sending the email rather than talking to the person, you know, and the way that you text on a page can be misread or misunderstood or tone can be misunderstood. And not having that face to face or even the phone call where the tone of voice can, can come in. And one thing I learned from teaching career studies as part of my high school career was that seven per 7% of your message comes from the words that are said, and the other 93% comes from your tone of voice in your body language. And so the words on the page just don’t do enough. So that was one thing I really learned too, is sometimes you need to have that face to face, even if it’s not the diff the, you know, the challenging conversation, it may end up being a challenging conversation because of the way that people read, read the words on the screen.
Sam Demma (25:52):
Something one of my mentors always tells me is people will interpret your written words, whether email or text based on the emotional state that they’re currently in. Yeah. If someone is really upset and it has nothing to do with you, they’ll open your email and read it from a more upset lens or a frustrated lens. And yeah, you’re absolutely right. I even think about a recent situation where I had to break bad news to somebody in my life. And I was thinking about writing an email and then I thought to myself, no way, cuz this could be interpreted in so many different ways. And you know, you take that time and that at first, what feels like an uncomfortable situation to have the phone call and have the real time conversation. How did you get over those situations where you knew making the phone call was the right decision? Although it was uncomfortable, you know, you do it anyway.
Shane Beckett (26:43):
Well, I, one, there was something that I read somewhere. I think my quote unquote online boyfriend is Tim Ferris back in the day. And some of the things that he would talk about in his podcast or some of the readings that I would do was challenge himself to be an INCOM uncomfortable situations every day. You know, if it’s walking in the mall and making eye contacts with someone and playing chicken with eye contact, who’s the first person to look away. It’s not gonna be any sort of conflict with that person, but it’s challenging you to feel uncomfortable and be okay with that. And so having some of those moments where you it’s okay to feel uncomfortable, it helps you then to make that move. And then ultimately it’s experience like you, you just gotta bite the bullet and do the first one, then the second one’s easier.
Shane Beckett (27:29):
Right. And then the third one’s easier. And then I guess finally being prepared sometimes for those difficult and challenging conversations. The little piece of advice we, we did a, when I first got into the leadership pool, we did a a workshop on challenging conversations. And I can’t remember who the author was. I’ve got the book at the school, but I’ve opened it one time and it was for a challenging conversation and it was to look at it. But in there it really did lay out how to set up yourself for that challenging conversation. And then the piece of advice that she gave. And I’m a softie, I’m an emotional guy and very quick to like even move the tears when I’m feeling challenged. Her suggestion was to spin her up when you’re in that situation. And so what, and so we asked what that meant and she said like, if you literally, and like spanked her up, like puck her up the bottom end there it’ll actually make it biologically almost impossible to cry. And so by like squeezing your cheeks, like that’ll take that opportunity that, that, you know, it removes that from you. And so I’ve actually tried that a couple times and it works. So hopefully I don’t make a face when I do it so that the other person on the other end knows that I’m doing that. But some of the, you know, you need some little, little tips and tricks to be ready to have those things. And so being prepared for the challenging conversation is, is definitely a big one too.
Sam Demma (28:54):
I love that. That’s a cool, it sounds like an awesome book. I definitely want you to email it over when you go back to school. I’d love to include it in the show notes. This has been a, a great conversation. I appreciate you taking the time this evening to hop on here and chat. If someone wants to have a conversation with you, reach out, ask a question, bounce some ideas around, what would be the best way for them to get in touch.
Shane Beckett (29:14):
Well, I’m, I am on Twitter. So it’s @MrShaneBeckett, just as it is with two ts at the end. Sometimes people make that mistake and I mean, I’ll fire up my email. That’s fine too. So it’s basically my name, shane.beckett.rrdsb.com. Yeah. And I’m, I’m always available to chat, to try to figure things out to bounce ideas off one another. It only makes us better in the long run.
Sam Demma (29:42):
Awesome. Shane, thank you again for doing this. I appreciate you. Keep up the great work you’re doing in education and we’ll talk soon.
Shane Beckett (29:49):
Yeah, absolutely. Thanks so much, Sam. It’s been a, it’s been a lot of fun. Thanks.
Sam Demma (29:52):
Hey, it’s Sam again. I hope you enjoyed that amazing conversation on the High Performing Educator podcast. If you, or you know, deserves some extra recognition and appreciation for the work they do in education, please consider applying or nominating them for the High Performing Educator awards, go to www.highperformingeducator.com/award. You can also find the link in the show notes. I’m super excited to spotlight and feature 20 people in 2022, and I’m hoping you or someone, you know, can be one of those educators. I’ll talk to you on the next episode, all the best.
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