"Until we solve the problem of developing and retaining more excellent educational leaders, we will struggle to reduce the long-standing disparities in student outcomes that plague many Western education systems."
"In a world where the responsibilities of educational leaders are constantly expanding, where today’s to-do list is displaced by unanticipated crises, interruptions, and new external demands, it is easy for educational leaders to lose sight of what, among all the important things they could be doing, is more important than the rest."
How do we think about the most vexing problems in education? In this webinar, you will hear how applying new mindshifts can re-energize your belief that you can solve long-standing problems in education. New ways of thinking about old problems like equity, teacher retention, grading, and reading ability will unlock the solutions you’ve been looking for.
"There are two prevailing issues with how we work to solve problems in education..."
"In the many years that we have worked in educational leadership and school improvement, we have come to believe that caring lies at the heart of schooling and promoting the learning and development of children."
This complimentary excerpt from Stop Fake Work in Education by Gaylan Nielson and Betty Burks outlines the ten key characteristics of high-performance cultures.
"How can educators use lessons learned during the pandemic to create a more equitable learning environment for all students, keep the positive aspects of distance learning while mitigating the negative effects, and support students who are marginalized because of lack of internet access and families who are struggling economically and cannot support learning from home?"
"...An approach that is simple in design but complex in execution. It is more than a little messy,...but is an organizational framework that can have a profound impact on student success and educator collective efficacy!"
Doug Fisher and Dominique Smith, co-authors of Leading the Rebound, chat about school leaders and all educators need to be thinking about as they plan for a post-pandemic school year.
All educators — all school staff — need to see themselves as part of a formal or informal mental health network whose members routinely collaborate to support sound student mental health. But they need to be supported by mental health practitioners and parents to provide the widest possible safety net for students. Martha Staeheli, Ph.D., explains in this Cultivating Resilience Podcast.
A roundtable with educators and district leaders sharing their wisdom on mental health and well-being during and after the pandemic. Learn how they are allocating resources to strengthen the resilience of students and further individual and collective self-care in schools.
A growing body of work has pointed to the use of data to inform decisions concerning the level of students’ growth and achievement made by states, school districts, school administrators, teachers, and the broader community. However, one could say that a “faceless glut” of data is both a political and a systemic pathological problem facing educators almost everywhere. With so much information available,
