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Featured BLOG POST
There’s a question I have been asked in many forms over the years, in professional development sessions, in quiet hallway conversations after particularly hard days, and in the kind of late-night emails that school leaders send when they are running out of answers. However, the urgency behind the question has never felt more present than it does right now. The question is:
As an Assistant Principal, one of my duties was to prepare our monthly report for our meeting with District leadership. Therefore, I had to work with our coaches and Department Heads to collect, analyze, and share student data. In addition, I would help our teacher leaders prepare to present their data during the meeting.
Continuous improvement cycles are more than just a trendy education concept – they’re a robust framework for transforming how students learn. Based on recent research and implementation studies, here’s what school leaders need to understand about making these cycles work effectively:
As a Principal, I wore many hats. While each hat was important, my primary role was as the lead learner for our school. My goal was to establish a culture of learning and growth. I expected every member of the faculty and staff to grow and add to their toolkits.
When students are well led, they learn well; but what happens when talented students never have the chance to be led toward their full potential? This question weighs on me as I’ve examined the current state of access to advanced learning in schools.
As a new Principal, one of the areas my teachers asked me to address was reducing interruptions to teaching and learning. As I investigated the issue, I quickly realized we didn’t have guidelines governing when and who could interrupt learning.
The past decade has brought unprecedented attention to educational accountability and student achievement. Yet many school leaders still struggle to bridge the gap between aspirational vision statements and tangible classroom improvements.
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