Support

Supporting Students This Fall

When I reflect on what the school year might look like this fall, like all administrators I am filled with a certain amount of uncertainty maneuvering through the COVID-19 pandemic as well as our commitment to focus on equity and diversity. Most of us are spending our time this summer planning for the education of our students. While we make plans for the fall, we also need to be prepared for the trauma our kids have experienced, the behaviors we may encounter, the need for students to hear their voice and express themselves, and develop a plan to be able to respond to a new normal and the increasing needs of all of our students. (more…)

Helping Students Take a Challenging Course Load

Trying to coast can be human nature. Who really likes to do more? Yes, you have a few overachievers, but often the vast majority of us are not willing or able to fully push ourselves. This is why we need personal trainers, workout buddies, and accountability partners. Our students are no different, and this can form a culture of students not challenging themselves academically. (more…)

Leading Through a Pandemic

During the best of times, being a school leader is challenging. Balancing the wants and needs of thousands of people on any given day can be exhausting. During the best of times however, there are so many ups to compliment the downs. Looking for ups in the midst of complete worldwide disruption, however, can seem darn near impossible. (more…)

Supporting Staff is Built With Intention

I recently read a tweet by Dr. Bryan Pearlman detailing eight bad leadership traits. The accompanying graphic spoke to poor communicators and leaders who lack integrity, trust, and other important traits. But what tugged at me the most was the idea that poor leaders were “unsupportive.” How could any leader be unsupportive of their staff or their students? (more…)

4 Ways to Support Beginning Teachers

Guest post by Abbey Duggins

During an informal conversation with a veteran teacher who was grappling with a problem of practice in her language arts class, I asked her why she didn’t take her problem to her learning community for support. She responded, “We don’t have time. We pretty much know what we need to do from here on out is help the new teachers understand the standards. The sixth-grade team has been very, Help, we’re clueless. Tell us what to do.(more…)