NASSP

Giving Students a Voice and Empowering Them to Take Action

Schools benefit when students share their voices, but how often do we take the time to truly listen to what they have to say? The Quaglia Institute suggests that students are seven times more academically motivated when they believe their voices are heard as compared to students who do not. How might we integrate student voice into the way schools work while also honoring what students have to say? (more…)

Lessons Learned from a Decade of RTI/MTSS Implementation

At Centennial Middle School (CtMS), incoming students arrive typically two to three levels behind on academic standards. Every year, 60 percent of the population in math and 55 percent of the population in English/language arts (ELA) need additional academic support. In a building of 600 students, with a 50 percent free and reduced rate, it’s a clear focus of ours to provide that extra support in math and ELA in an effort to help close that gap without taking away from core instruction. (more…)

Maintaining Digital Balance

Much more often than I would like to admit, a little voice can be heard chastising me from the back seat of our minivan while sitting at a traffic light: “Better left unread than dead, Mom.”

In those moments I reflect and recognize I must do better—I am not modeling or practicing what I preach. I need more digital balance, and whatever text or email I am replying to can wait until I get to my destination. The phone goes into the glove box until I get home, with a firm digital boundary set. (more…)

Master Schedule: A Climate and Culture Initiative

For school leaders, January brings the unofficial start to master schedule season. A master schedule includes decisions about course offerings, teacher plan periods, teacher course recommendations, utilization of Full-Time Equivalency (FTE), instructional interventions, and even lunch times. January is often the time of year that principals and assistant principals begin to formulate a plan to best utilize their resources to meet student needs through an efficient and effective master schedule. (more…)

Supporting Students through PBIS: A School Community Endeavor

Positive Behavior Interventions and Supports, or PBIS, is a system with long-standing results. PBIS aims to teach core skills as they pertain to behavioral expectations, similar to how schools teach core curriculum expectations. Whaley School, a separate day school for students with acute behavior needs, has been using the PBIS model for five years in the Anchorage School District. We believe that much of our PBIS success is due to the work we have done in four key groups: students, staff, families, and community.  (more…)

What American Schools Can Learn from Germany

I recently returned from a trip to Germany sponsored by the Goethe Institute and Germany’s Central Agency for Schools Abroad. The focus of the trip was to learn about Germany’s vocational schools and training programs as well as to learn more about how they teach languages other than German. As with any international trip, especially one focusing on schools, there was much to learn. Here are a few lessons the U.S. school system can learn from Germany. (more…)

You’ve Found Your “Why?” But What’s Your “How?”

If you’re reading this, my guess is that you and your school have crystallized a vision for why you do what you do—student learning outcomes, career pathway discovery, etc. In the case of Elk Grove High School (EGHS), our vision is to solidify America’s middle class by educating a generation of highly ethical, civic-minded, economically successful citizens who create a better future for all of us. (more…)

Streamlining Professional Growth through Micro-Credentialing and Badging

I was a bit fearful at the beginning of this school year. Budget reduction days loomed ahead, which—understandably—would be carved out of our non-student contact days, or our professional development in-service days. I worried that we would not be able to continue to make the great strides we have made in recent years in developing teacher leaders through our PD days. (more…)

Three Strategies to Help Students Earn Their Diplomas

Let’s be honest. In today’s time, education is all about numbers—state tests, national tests, school report cards—the list goes on and on. One number that I always strive to see increase is our graduation rate. Yes, an increasing graduation rate looks good on paper, but more than that is the intrinsic motivation I have when a student who has faced many obstacles receives a diploma.
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Carrying on the Tradition: Why I Became an Adviser

I knew the importance of NHS from my days as a student, and participating as an adviser is even more rewarding.

When I first came to my high school, I was asked to be a National Honor Society (NHS) adviser. I jumped at the chance, as I remembered being an NHS member myself and how it connected me to the community. I knew I wanted to make an impact with our chapter and put us on the map in our school—many of the students didn’t know what NHS was, let alone want to join. Now, 12 years later, we’re ingrained in our school’s culture, and younger students aspire to become members. (more…)