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the latest on all student-centered models, leadership development, strategic planning, teacher retention, and all things innovation in k-12 education. we answer questions before you think to ask them.
district leadership | organizational leadership & change management | school leadership | science of reading
change is a constant in public education. these changes range from shifts in student demographics, and associated learning needs, shifts in curriculum standards (think common core), to broader shifts in public policy. consider how lyndon b. johnson’s war on poverty influenced how schools planned for meeting students’ nutritional needs, or the federal idea act, which required public school systems to provide free and equitable education. typically, the core rationale offered for such policy changes is to improve student outcomes (college and career readiness, achievement, attendance) and/or ensure our public education systems are preparing the next generation’s workforce. regardless of the type of change or the rationale for the change, one of the constants in school systems is that they struggle to achieve meaningful and lasting change.
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district leadership | school leadership | science of reading | teachers
at the start of this year, several state leaders kicked off the year with strong commitments of money and resources to improve literacy in their schools through the immediate implementation of evidence-based reading instruction, often referred to as the “science of reading.” the governors of new york and maryland offered guidelines, not mandates, for school districts to focus on adopting reading instruction practices and materials that are evidence-based. in january, the maryland state board of education approved a resolution declaring that all public schools align with the science of reading by the 2024-2025 school year but delayed these plans due to extensive revisions finalizing its comprehensive science of reading policy on october 22, 2024. with this, maryland joins 39 other states and the district of columbia that have committed to aligning with the science of reading over the past ten years. these states’ goals are overarchingly the same, but their plans, timelines, and benchmarks differ. what do they need to consider and include to be successful in improving student reading outcomes?
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curriculum strategy & adoption | district leadership | school leadership | strategic planning
the creation of a shared instructional vision brings many benefits to a school or district. an instructional vision can provide a shared understanding of what instructional excellence looks, feels, and sounds like. it aligns classroom practices to a clear set of principles and expectations. it can also bring instructional unity to any district plagued with uncertainty about instructional practices. there is a common misconception that a superintendent should create an instructional vision in isolation and only rely on the most current research and best practices. and that once an instructional vision is in place and shared, then it will be easily understood, accepted, and adopted by district leaders, school leaders, teachers, staff, and students.
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瑞士vs喀麦隆亚盘赔率 | organizational leadership & change management | teacher retention | teachers
as an instructional leader, i remember sitting at my desk before the start of each semester, turning my wheels about how to make each day longer so i could prioritize the competing needs of my dozens of teachers and maybe have time for lunch. i supported five new teachers, all in different content areas with different curricula (or none) which added to this stress. i began to shift my mindset to discover that natural breaks in the year—such as new quarters/semesters or the beginning and end of the school year—hold significance. these times created an opportunity for a mini-reset to reimagine and prioritize our work. here are six tips for leaders looking to adopt a new curriculum:
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district leadership | school leadership
picture this...you are a principal conducting a classroom observation, witnessing a teacher skillfully utilize data to drive instruction, and form small groups tailored to individual student needs. suddenly, a crackling voice interrupts through the walkie-talkie, demanding your attention.you are needed in room 203 for a discipline matter, then in the girls' 5th grade bathroom for a busted pipe, and finally, to join an iep meeting. maybe this scenario also sounds familiar: you are a district leader, and you are in a strategy meeting to discuss the implementation of a new curriculum, yet you don’t have all of the key players in the room or a clear timeline to make decisions yet you continue to meet and get nothing accomplished.
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district leadership | innovative leadership | organizational leadership & change management | superintendents
what is the instructional leadership gap and how does it affect the learning outcomes of our students? i recently sat down with three district leaders, sean bulson, superintendent, hartford, (md) public schools, jerry boyd, superintendent of washington county (tn) schools, and portia slaughter, chief academic officer at harrisburg city (pa) school district to discuss these critical questions.
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