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You are the principal of a K-8 gifted and talented program. One of your teachers, Mr. Thompson, teaches his classes using a district-approved, highly structured and standardized curriculum. In your observations, you note that Mr. Thompson strictly follows the textbook and relies heavily on lecturing and worksheets. In post observation conferencing, Mr. Thompson candidly shares that he prioritizes his concern with covering the material efficiently rather than “that CRSE/ SEL mumbo-jumbo”. Students have, on occasion, come to your office to complain that when they struggle to keep up, Mr. Thompson suggests they simply “work harder” or have their parents pay for additional tutoring sessions.

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You are the principal of a district 75 high school. You observe that one of your teachers, Mrs. Smith, becomes emotionally attached to her students and struggles to enforce discipline or maintain high academic standards. She often overlooks poor behavior or incomplete assignments because she doesn’t want to upset her students. When confronted with issues, she tends to coddle her students rather than challenge them to improve. As a result, her classroom lacks structure and students may not reach their full potential.

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You are the principal of a specialized high school. One of your teachers, Professor Johnson, often complains during teacher teams meetings about the dangers of “woke education”. He believes that only the top students deserve attention and resources. He openly favors the high achievers in his class and dismisses struggling students as not worth his time. He believes in “sink or swim” and purposefully assigns challenging assignments without providing adequate support or guidance for those who may need extra help. He maintains a competitive environment where only the most talented students feel valued, alienating others who may benefit from his assistance.

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In a conference with one of your teachers, Ms. Rodriguez, she shares an anecdote of a recent experience with a student. Last week, she noticed that one of her students, James, was consistently underperforming in class. Instead of reprimanding him, she says that she sat down with James and explained how she believed in his potential. Ms. Rodriguez worked with James to set specific, high expectations for him. She is considering offering extra help and resources, as she knows he can succeed and that she will support him every step of the way.