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My principal shifted how team leaders were chosen when she took over.  No longer was it based on which member hadn't had a turn or by a popularity contest.  Our principal and associate principal met with each teacher and then chose leaders for each team based on the qualities they were looking for.  The group of leaders is comprised of teachers that embrace the vision of our school, are willing to lead initiatives with all staff, and are forward thinkers. This gave more purpose to what the team leaders were responsible for and created more ownership for those who hold these spots.

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My principals both attend a variety of our ITs just to hear what the staff is thinking. They don't attend the same one each time and often then only are there to soak in what is being said by the staff.

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The principal in my building not only shares numerous community resources, trainings, and opportunities with staff members, he also seeks out funding opportunities and attends these opportunities alongside staff members to show support and evidence of the importance of continued professional growth

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My principal is readily available to sit in on parent/teacher meetings which necessitate conversations regarding student behavior and achievement in the classroom. His presence is one of support while the teacher facilitates the direction of the meeting.

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1. Staff Development Curriculum: group of experienced staff members work collaboratively to lay out the vision for future professional development opportunities
2. Staff Senate: small group of staff leaders meet monthly to discuss student/teacher relationship concerns that influence the learning environment and overall school culture

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Pink Boxes = Examples from the text
Green Boxes = Examples from all of our schools

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Teachers are provided a common hour block for planning and another 30 minute block within the week to discuss data within the grade level to further instruction and meet the needs of all learners.

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My principal attends with different teachers and grade levels. When she attended one with me, we saw a opportunity to change our classroom environments to meet the needs of our Kindergarten students so together we made the decision to make the changes and she gave me the power and freedom to do what I need and she worked along side me as I implemented and tried new things. Currently 3 classes are now transitioned to this approach and are goal is for the district to transfer to this new approach.

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When we meet as grade levels a principal is assigned to work with a grade level and their role is to support our conversations and foster our thinking. My principal is an advocate for our team and when we are unclear or unsure of the next step or have questions, rather than giving the answer, she asks questions to push our thinking to solving it ourselves.

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Burns described transformational leadership, for example, as a process within which "leaders and followers raise one another to higher levels of morality and motivation."

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In my building, the principal is not the head of every committee. He trusts his staff to choose their own leaders. This way, the leaders are chosen (not appointed), and the people who are heading the committees feel a sense of ownership over them.

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My principal attends and engages in meetings throughout my building, even if he is not directly involved in the committee - grade level (team/PLC/data), student services team, all staff, PBIS, school data team, safety, etc. to provide support for staff on those teams.

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Teachers create goals at the beginning of each year that are connected to the school and district goals. Principals work with teacher teams on their progress toward those goals and provide support with additional training, materials, mentorship, etc.

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Failure of management is the substitution of process for substance.

Not only important to know what we are doing but also need to know why we are doing it.

Purposes are actions by the leadership to bring clarity and consensus regarding the fundamental purposes of the school and commitment to achieving goals.

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In our district staff and leadership attend trainings together. Helps reinforce the idea that PD is important and needs to be applicable instead of a brush off day for the staff.

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Principals and staff are encouraged to participate in a wide variety of professional development opportunities together. Helps spearhead decision making about curriculum, instruction, and assessment.

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Students meet daily, in small groups (14-16 students), to work together and create a small learning environment outside the regular classroom.

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1. 1-to-1 technology

2. Student driven goals

3. Co-teaching across subject areas.

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Is it worth having technical definitions (as already added) and examples of what each of us see in our schools?  We can color code them for understanding and connection to big ideas from the text

Pink = Text Book
Green = What we see in our schools.

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"...a new view of teaching and community is being crafted, one that takes place not only inside classrooms and schools but outside as well...The creation of new learning communities that include rather than exclude, that create knowledge rather than merely apply it, and that offer both challenge and support..."

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-Everyone gets to use their talents fully
-People are more committed
-Knowledge is not exclusive to one person

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1. Focus on the school and on goals and expectations for student achievement.
2. Keep track of teachers' professional needs
3. Create structures and opportunities for teachers to collaborate.