Guest post by Amber Rudolph
It’s that time of year again when parents count down the days until school begins, while their children sleep until noon, fight with their siblings, and abuse their screen time. Kids might not tell you, but they too are ready for the school year to begin. They miss their friends and school life. (more…)
Guest post by Jay R. Dostal
Last year, my leadership team held a two-day retreat to focus on moving from our current school building into the new one we were building at the time. As you might imagine, moving a 230,000 square foot building, in addition to implementing a new educational model centered on college, career, and life readiness, can be quite stressful and taxing. Many details needed to be coordinated, including developing a communication plan, updating multiple forms with the new address, purchasing new furniture, and much more. My team and I worked diligently to put together a list of things that we needed to get done during our two-day hiatus away from the building, and we had every intention of getting them completed before the second semester started. Then the retreat happened. (more…)
Guest post by Angie Adrean
After becoming superintendent of the Worthington City School District in 2015, Dr. Trent Bowers has stressed to our leadership team that we must connect, communicate, care, and lead. I have found this leadership philosophy particularly helpful in building a positive school culture that brings out the best in both staff and students. These four words aim to show everyone that they are valuable members of the school community and positive and meaningful partners in the educational process. (more…)
Guest post by Jeff Simon
Last week, I discussed the importance of building a positive school culture by utilizing a one-hour lunch period for clubs and activities that foster school pride and for innovative labs that encourage enthusiasm for learning. This week, I will share how we’ve built a culture of personal responsibility at Payson High School by providing a positive support system for student learning through embedded intervention.
Guest post by Jeff Simon
Indiana Jones was my hero growing up—I wanted to be just like him. And now, as high school administrator, I get to do that every day, because not only did Indiana Jones study culture, he taught it to inquisitive minds and instilled passion in curious students to become lifelong learners.
Principals know that as the culture goes, so does the school. From Day 1, our administrative goal at Payson High School has been to build a culture that focuses on pride in our school and enthusiasm for learning. (more…)
Guest post by Matthew Younghans
Motivation and success are what drive individuals in any profession. In the school setting, it is critically important that we celebrate and recognize the outstanding things that students accomplish, both inside and outside of the building. Watching students grow and accomplish their goals is one of the main reasons most go into education, myself included. The recognition of students fosters strong relationships among students, families, faculty, and the community and creates a positive school culture where students feel valued. (more…)
Guest post by Helen Gladden
Schools that strive to be culturally responsive believe that there is no one right “set” of experiences, beliefs, and values. They know that each student’s cultural set is his or her self identity. Most importantly, they understand that students are far more likely to fully engage in the learning process when their self identity is understood, accepted, and valued. They are committed to building trust with and among their students, and they know that trust is built through respect. (more…)
Guest post by Baruti K. Kafele, an award-winning educator, internationally renowned speaker, and best-selling author, who will lead two sessions at Ignite ’15, February 19–21.
The brand of any school tells a story. It reveals to everyone—students, staff, parents, and the community—who you are as a school. Your school’s brand can be defined intentionally, or it can evolve organically; but a brand that evolves organically may not be the one you most desire. Your school’s brand matters—it determines student outcomes.
Here’s a brief illustration that I share in discussions with educators about school brand: There’s a popular Southern-based restaurant chain, and whenever I enter these restaurants, a very unique experience consistently occurs. Someone behind the counter yells out, “Welcome to [our restaurant]!” The consistency of their greeting speaks volumes about their brand. (more…)
Baruti Kafele’s students will never forget him. He was the guy standing at the front door every morning to greet students as they entered. Why? He was the principal. And as far as he’s concerned, that was one of the most important things he could do in his role.
A principal for 14 years, Kafele led four New Jersey schools with at-risk student populations to success. Now an internationally renowned speaker, author, and consultant, he has quite a bit of insight on the topic of improving schools with at-risk students—which he will share at Ignite ’15 this February during his session, “School Leadership Practices for Transforming the Attitudes of At-Risk Student Populations.” (more…)
Guest post by Anthony Scannella and Sharon McCarthy:
Which do you think helps individuals and systems flourish during these transformational times: a bit of risk, a bit of failure and a good deal of feedback–or safely doing what has always been done? If you favor risk, failure and feedback, please read on. If you choose safety in complacency, save yourself some time and make a different decision.
We define effective feedback as a tool that supports professional growth in your school or system. But before we talk about what makes feedback effective, it is essential to consider the much celebrated belief that “there is no such thing as failure—only feedback.” In theory, this is supposed to help our egos cope with our mistakes. In reality, most of us secretly hope to be told how amazing our teaching or leading is, and hearing otherwise makes us both uncomfortable and defensive. Keep that very real human tendency in mind when sharing feedback.
Below are 8 suggestions for leaders whose focus is growth, in folks and in systems:
- Ask others how they prefer to receive the feedback. This is the baseline for respect.
- Know that while sharing feedback will help you and your colleagues improve, it will also cause most folks to squirm a bit—that is OK.
- Differentiate feedback based on the rating of the performance. (Please see: http://www.bloomberg.com/news/2013-03-15/the-ideal-praise-to-criticism-ratio.html)
- Provide feedback in a way that caters to the receiver’s value system. People pay attention more to things they find important.
- Follow feedback basics: Feedback should be timely, specific, actionable, and connected to goals and practice.
- Create a structure for feedback—one that consistently communicates how things are going.
- Keep in mind that people generally change their behavior when provided with an environment that encourages change and specific cognitive maps that outline a “plan” in their heads. Therefore, the onus is on the leader/evaluator to ensure that the environment and maps, which Art Costa refers to as “mental rehearsals,” are clearly communicated in a culture of high expectations. (Costa, Arthur & Garmston, R. Cognitive Coaching. Norwood, MA: Christopher-Gordon Publishers, 1994.)
- Remain keenly aware of the fact that the meaning of your communication is the response that it elicits, regardless of your intentions. As many have experienced, the intended message is not always the received message.
How educational leaders model the practice of effective feedback for teachers not only helps teachers in improving their own performance but also provides mental models of effective practices for teachers to use with their own students. Feedback matters in every relationship in the schoolhouse! Synthesizing more than 900 educational meta-analyses, researcher John Hattie has found that effective feedback is among the most powerful influences on how people learn. (John Hattie, Know Thy Impact. Educational Leadership, Feedback for Learning, September 2012, Vol. 70, No. 1.)
Please join us at Ignite’14 to share thoughts and practices regarding this most fundamental of educational practices for positive transformation.
Anthony Scannella (@edufea, firstname.lastname@example.org) and Sharon McCarthy (@ienvision, email@example.com) will present Sustainable Results for Great Schools on Saturday, February 8 at Ignite ’14. For more information visit www.nasspconference.org.
Read their article “Teacher Evaluation: Adversity or Opportunity?” online in the January 2014 issue of Principal Leadership.