As the year-end approaches, we're sharing stories of the growth we observed in our partners — even as they grappled with intense day-to-day demands on their time and energy. This post is the second in a series of three stories.
This past year demanded growth, from technical skills to mindsets, from virtually everyone in education. As the year-end approaches, we're sharing stories of the growth we observed in our partners. We're particularly excited to spotlight the shifts and new choices that may appear small, but signaled breakthroughs.
Brandon White is the chief academic officer at South Bend Community Schools in Indiana. When working with school leaders, his approach is that "we as educators must be involved in learning ourselves."
Lisa Rooney, director of framework development and support, spoke to Brandon recently. He shared what his leadership vision is — and how the Four Dimensions of School LeadershipTM (4DTM) helps bring that vision to life in the students' learning experiences.
Lindsey Samec is an elementary school principal at Mounds View Public Schools in Minnesota. Like so many other school leaders across the country, she's had a lot to think about and manage this past year for her students to be able to learn and grow.
Michele Mason, director of instructional leadership, spoke to Lindsey recently. We wanted to know how the Four Dimensions of School LeadershipTM (4DTM) was helping her lead.
"We don’t believe that equity lives in a dimension on its own. As an effective leader, you don’t just lead for equity when you craft a vision and mission — it affects everything you do."
- Michele Mason
You believe in equity-driven leadership.
But how do you turn equity work into a practice that's integrated with your instructional leadership? And what does this kind of leadership look like when its implemented across a school system?
Over 500 leaders dove into those questions when they attended Leading for Equity: Equity-Focused, Learning-Centered Leadership live on October 8. Good news: you can still find the answers by tuning into the webinar recording — and it's available free on EdWeb.
As schools began to transition to a new system of distance and remote learning, the initial focus was naturally on the nuts and bolts: How will we ensure students have access to the technology they need? What video platforms and tools should we use? What’s the right amount of screen time?
Once the reality of distance learning set in, however, educators like Sean McKenna, the principal of Vale Elementary in the Cashmere School District, found that addressing students’ and parents’ emotional needs was just as important.
In schools and classrooms, societal inequities play out every day. So, from our inception, the team at CEL has believed in supporting educational leaders to improve their practice as a path towards racial equity.
Teachers, principals and central office leaders are showing up every day to do their very best for students. We share this blog post in acknowledgment of how leaders are doubling down on their commitments to their students. And we, too, are deepening our commitment to help leaders.
The COVID-19 crisis has illustrated just how vital a focus on the student experience and open lines of communication are — so student learning can continue, even with the disruptions. And that starts with our leaders at the top — leaders like Jeff Pelzel, the superintendent of the Newhall School District in Santa Clarita, California.
Jeff spoke with Dr. Anneke Markholt, associate director of the Center for Educational Leadership, about what it means to lead a district at this time, how he's remained focused on his vision for student learning, and how he's planning for the school year.
The transition to distance learning has been unquestionably daunting for students, parents and educators. One side effect of the transition from chalkboards to Zoom or Teams screens has been a feeling of isolation for teachers, who are trying to navigate new educational norms without an in-person network of colleagues, mentors and coaches.
In recent months, educators have had the daunting job of asking and answering, "What does teaching mean now?" They've had to make many impactful decisions and make them quickly — all while working together and teaching remotely.
Jody DeGroot, assistant principal at Bellarmine Prep High School in Tacoma, Washington, has similarly faced ongoing concerns about engaging students, assessing their learning, and supporting teachers with the right resources during the Covid-19 school closures. How has she navigated the situation? By asking guiding questions aligned with the 5 Dimensions of Teaching and Learning™.
