Richard DuFour’s six characteristics of effective professional learning communities (PLCs) have been around for almost 22 years, and their benefits have been well documented by researchers. So why are some PLCs effective and others not? In a word, implementation. (more…)
Brian McCann found guidance for leading during the upcoming school year in, of all places, a young adult novel he picked up in his school library. “It began with this preface that says nothing goes back to exactly how it was—which was what I was trying to do,” McCann, a 2018 Digital Principal of the Year, said during NASSP’s Principals Power-Up Virtual Symposium earlier this month. (more…)
Over each of my last five years as a high school principal, we have set three schoolwide goals. Ranging from advancing college and career readiness to increasing attendance, our goals have been simple, student-centered, and focused on getting staff buy-in. Two years ago, we specifically set a goal to improve our community relationships with stakeholders and increase positive communication, and one simple strategy helped us do both. (more…)
My school, long rated as top-performing, was this year given a rating of “targeted” for underperformance among student subgroups—including African-American, free and reduced-price lunch, and special education students. Though this is understandably not an ideal rating, I look at it as a blessing in disguise. We now have a very clear mandate to look at the performance of these subgroups and make immediate improvements. To me, this gives us an opportunity that will ultimately benefit all students, depending on the measures we put in place and the kinds of practices we implement. As an instructional leader, I am reminded that this work starts with me. (more…)
Guest post by Jack Baldermann
At Westmont High School (WHS)—a Title 1 school just outside Chicago, IL—our team has sustained tremendous growth and significant gains in student achievement. WHS continues to rank in the top 1 percent in Illinois and in the nation for its graduation rate. Over the past five years, 98.5 percent of our students have graduated on time, up from a 10-year average of 90 percent. For five years straight, 100 percent of Latino and African-American students at WHS have completed all graduation requirements on time. In addition, WHS can also claim one of the most improved and top performing AP programs in Illinois and in the nation.
What has caused our substantial growth and gains in student achievement? (more…)
Guest post by Tracy Ragland
One of my goals as principal of Newcastle High School (NHS) in Wyoming is to provide my staff with ongoing, quality professional development. Currently, we follow a traditional, face-to-face PD model, where our administrative team shares best practices with our entire teaching staff during in-service time. Though this approach provides some benefits, our team has struggled to develop programming that addresses all of the different needs of our staff, especially since NHS offers a wide variety of electives ranging from multimedia to welding, in addition to our core classes. How can we as school leaders provide more effective professional development that meets all of the different needs of our staff? (more…)
Guest post by Amy Mims
When I became an assistant principal of Independence High School in Charlotte, NC, our school’s test scores were low. As I started observing classrooms, I saw talented teachers hard at work designing and delivering interesting lessons that utilized a number of instructional best practices. I also saw motivated students who were engaged in lessons, completed assignments, and did well on assessments. I wondered: What was causing our school’s low test scores? (more…)
Guest post by Brent Rowland
Do you have a handful of rock star teachers who are your go-to people, so you keep going to them over, and over, and over?
Imagine finding that just-right leadership spot for all of your teachers—that place where school needs match teacher interest. What would that do to connect them to the school’s mission, distribute leadership, and develop teacher capacity?
Guest post by Ryan Maxwell
Teachers these days are constantly being told that they must “take ownership” for all of their students to meet the standards and succeed. But at the same time, teachers often receive mixed messages from their own school leadership that raise doubts about whether the leaders above them really believe in these goals. At Sunnyside High School (SHS) in Sunnyside, WA , our school leadership focuses on supporting teachers so that they can fully support their students. When teachers’ efficacy is high, they are much more likely to support their own students. The manner in which SHS leadership builds teacher efficacy is through a unified message of teacher ownership. It begins with administrative leadership believing and internalizing the following quote from the distinguished educator and author Carl D. Glickman: (more…)
Guest post by Jamie Richardson
School leaders talk often about innovation in education, but as much as we want it, we have to admit it’s hard to get past talking about it and actually change. Change is scary and uncomfortable. Even with well thought out plans, the outcome is unknown and the stakes are high. A far greater risk, though, is maintaining the status quo. But I have seen the power of change at LaCreole Middle School. Our stellar staff faces their fears, takes risks, and embraces new ideas so that we all work toward a true common goal. (more…)