Fenwick Academy in Salem, New Jersey, is an example of a school that created its own playbook for success and transformed its school culture, professional practice, and increased student reading scores steadily for the past four years.
This year’s Learning Forward Team Grant awardee Kathleen O’Flynn and her team share 10 tips you can use to build an inspiring and engaging professional learning community. Read more about their advice to kick-start your 2017.
[embedyt] https://www.youtube.com/watch?v=ZfZq3zh949k[/embedyt] Teachers, to get advice on having hard conversations with your veteran administrator, read this previous blog post. Principals often tell me their entire workday is filled with fires to extinguish, a few challenging parent interactions, and a load of hard conversations. Some feel those communications are routine and don’t find them too difficult: “I…
The results are in, and they are exciting. Last week I shared Learning Forward’s anticipation about the release of the RAND study of the Wallace Foundation-supported Principal Pipeline Initiative. (See that post here.) On April 8, I represented Learning Forward at the New York unveiling of Principal Pipelines: A Feasible, Affordable, and Effective Way for…
In 2011, six large school districts set out to build and manage pipelines to support their school principals. This Wallace Foundation-funded effort, known as the Principal Pipeline Initiative (PPI), was built on substantial evidence from more than a decade of the foundation’s school leadership efforts. On April 8, Wallace is hosting a livestream discussion to…
It started with a simple statement: “We need a vision.” As the director of staff development for Gwinnett County Public Schools, I realized I was in trouble when similar sentiments echoed throughout our staff development team.
For education leaders, stress and challenges are part of the job – but resilience can be, too.
This issue highlights how professional learning enables leaders to manage stress, navigate competing priorities, and maintain focus on instructional leadership. Building resilient leadership helps everyone in schools thrive.
A few years ago, I attended a State Consortium on Educator Effectiveness meeting in Baltimore co-hosted by the Council of Chief State School Officers and Learning Forward. At the meeting, principals from across the country were asked, “Is your job doable?” Their answers were both passionate and poignant.
Teamwork is one of those words with the power to make me cringe no matter how much I sincerely believe in the concept behind it. I suspect I’m not the only one. Yes, we’re all for team building, being a team player, taking one for the team, putting team before self. Why has it become a little hard to believe? Have we heard these clichés too many times?
After reading about effective professional learning for principals, the connection between the words “principle” and “principal” seems obvious. If we replace the word principle in the paragraph above with the word principal, we have a rough, if simplistic, vision for the effective school leader. In the context of systems and schools that embrace effective professional learning, principals that is, school leaders nurture environments where their sound leadership influences shared decision making. Principals guide schools in solving tough problems for children. They help to establish a community with a common foundation.