# data[].attributes.body
This is a Google app used for mind mapping.

https://drive.mindmup.com/

# data[].attributes.body
The Irresistible Power of Strategic Storytelling

# data[].attributes.body
I try to match an article with the focus areas (pillars)

# data[].attributes.body
Accountability and social emotional

# data[].attributes.body
https://www.cultofpedagogy.com/tqe-method/

# data[].attributes.headline
Candy Fiasco - getting to know each other

# data[].attributes.subject
Candy Fiasco - getting to know each other

# data[].attributes.body
http://www.edumentality.com/34-candy-fiasco.html

# data[].attributes.headline
Jeff Zoul's Blog: Cultures of Excellence

# data[].attributes.subject
Jeff Zoul's Blog: Cultures of Excellence

# data[].attributes.attachment_link.description
Educational musings on my life as a Teacher, Learner, and Leader.

# data[].attributes.body
http://www.edumentality.com/38-our-top-ten-list.html

# data[].attributes.body
https://ablconnect.harvard.edu/files/ablconnect/files/mc081-02_protocol_cgw.pdf

# data[].attributes.attachment_link.readable_text
Pete Hall, Deborah Childs-Bowen, Ann Cunningham-Morris, Phyllis Pajardo, and Alisa Simeral Table of Contents

Video | About the Authors

About This Book

Principals navigate the dynamic complexities and subtleties of their schools every day. They promote, facilitate, and lead efforts to achieve both tangible and intangible results throughout the school community. They fulfill a role that includes counseling, budgeting, inspiring, teaching, learning, disciplining, evaluating, celebrating, consoling, and a million other critical functions.

As the principalship has evolved and grown, so have the expectations of it. With that in mind, ASCD developed the Principal Leadership Development Framework (PLDF). The PLDF establishes a clear and concise definition of leadership and includes clear targets that support the ongoing growth and development of leaders.

Using the Framework, principals will learn to capitalize on their leadership roles:

Principal as Visionary

Principal as Instructional Leader

Principal as Engager

Principal as Learner and Collaborator

The PLDF also offers 17 criteria of effective practice that allow leaders to focus on behaviors that have the greatest direct effect on the culture and status of learning and teaching. Coupled with the PLDF are tools for self-reflection that help principals identify and strengthen their reflective habits.

Whether you want to develop your own capacities or support the development of a group of principals, assistant principals, or aspiring principals, The Principal Influence can help channel your efforts in ways that promote successful teaching and student learning.
See the book's table of contents and read excerpts
Share This Page

Aboutthe Authors

PETE HALL is a veteran school administrator and leadership expert who has dedicated his career to supporting the improvement of our education systems. In addition to his teaching experiences in Massachusetts, California, and Nevada, he served as a school principal for 12 years in Nevada and Washington. Hall works as an educational consultant as a member of the ASCD Faculty and trains educators worldwide. Read more

The late DEBORAH CHILDS-BOWEN was an internationally recognized transformational educator having served in diverse roles as teacher, principal, district administrator, educational researcher, and university professor. Childs-Bowen was chief learning officer with Creative Mind Enterprise, building capacity and equitable learning opportunities that improve practice for educators and learning for all students. Read more

ANN CUNNINGHAM-MORRIS has served educators for more than 35 years. She is the former director of professional development for ASCD and has also been a district-level instructional administrator, school-based administrator, teacher leader, and classroom teacher in seven different states. She is an ASCD Faculty member and has served as an educational consultant to many school systems throughout the world. Read more

PHYLLIS PAJARDO is presently the assistant superintendent in Fairfax City, Virginia. Prior to that, she served Fairfax County Public Schools for 34 years; she was the assistant superintendent of Human Resources as well as Cluster II, where she was "lead learner" for 28 schools/principals. She has been an elementary teacher, consulting teacher, assistant principal, principal, specialist, project manager, and director. Read more

ALISA SIMERAL is a veteran educator who has guided school-based reform efforts as a teacher, dean, instructional coach, and professional developer. Her emphasis is, and always has been, improving the adult-input factors that contribute to increased student-output results. Simeral currently works as a district-level instructional coach in Reno, Nevada, and is an ASCD Faculty member. Read more

school-based management

# data[].attributes.attachment_link.title
The Principal Influence: A Framework for Developing Leadership Capacity in Principals

# data[].attributes.attachment_link.description
Pete Hall, Deborah Childs-Bowen, Ann Cunningham-Morris, Phyllis Pajardo, and Alisa Simeral Table of Contents Video | About the Authors Principals navigate the dynamic complexities and subtleties of their schools every day. They promote, facilitate, and lead efforts to achieve both tangible and intangible results throughout the school community.

# data[].attributes.body
How to develop deep/meaningful questions

# data[].attributes.body
This activity comes from the book Thinking Through Quality Questioning

# data[].attributes.attachment_link.title
Online Polls: Use Our Free Poll Maker | SurveyMonkey

# data[].attributes.attachment_link.description
Online polls let you check in with your audience or customers at any time. Get a sense of what people are thinking or feeling. There are lots of polling websites to choose from. If you don't already have a SurveyMonkey account, sign up for free and you can create and launch your online poll in minutes.

# data[].attributes.body
https://www.mentimeter.com/

# data[].attributes.attachment_link.description
Waimea Elementary School is a K-5 public school located in Kamuela, Hawaii, in the South Kohala District on the island of Hawaii.

# data[].attributes.body
Transformative Schools

# data[].attributes.attachment_link.description
A passionate education thought-leader, speaker, writer and consultant who believes that how kids learn most powerfully isn't what we practice in schools.

# data[].attributes.body
True Accountability

# data[].attributes.attachment_link.readable_text
...regularly achieve their mission using a surprisingly common set of accountability frameworks. If the goal of a school is to be the most effective organization possible, it requires an accountability designed to help them do that. True Accountability consists of the frameworks that allow a school to convert to an accountability environment designed to support every aspect of the mission of schooling.

...a willingness to live the accountability principles, a commitment to develop the capacity to do so, and the determination to move your school in the direction best for your students.

TEST SENSE WAS FOUNDED TO DRIVE A NEW CONVERSATION REGARDING TRUE EDUCATIONAL ACCOUNTABILTY

Test Sense was founded in 2009 by John Tanner with a mission to support educational excellence. Tanner is a writer, educational thinker, and a passionate advocate for public schools, as well as an expert on what he now refers to as True Accountability. He understands the unintended consequences of the current school accountability system, and more importantly, how to move past them to a much better place.

The argument for True Accountability is articulated most clearly in The Pitfalls of Reform. Published in 2013 by Rowman & Littlefield, the book is available and

BOOK YOUR NEXT SPEAKING EVENT WITH JOHN. INQUIRE ABOUT AVAILABILITY AT

"John Tanner has the exceptional gift of explaining the most difficult of concepts in a way everyone can understand. He works with school leaders all over Texas to design local accountability systems and student assessments that are meaningful and relevant. He is a true friend of public education and the students it serves." Howell Wright, EdD, Retired Superintendent

"Tanner gets it. If we want to change and improve our schools, we need to discard the mental models and practices that either freezes most of what we do now in place or tries to force us to work harder at what we already do that already does not work. If we want to change the work we do and change the results we get, we need to change the system. Changing our current system requires we find a new box to think inside of. John Tanner has created a compelling design for a new box."

Doug Christensen, Former Nebraska Commissioner of Education; Professor of Leadership in Education, Graduate Division, Doane College

"Test Sense helped us put the purpose of testing into perspective. They helped us align what we say we believe about students and learning with how we view the value of standardized test results.

"They helped us examine alternate ways to determine whether students are achieving success in learning what they'll need when they leave us. Shifting away from a single measure of success has been a challenge, but with their guidance we are finding our way.

"In the business world, Pfeffer and Sutton would tell us there was a 'knowing-doing gap.' Test Sense and John Tanner in particular understands there is sometimes a 'believing-doing gap'-a gap between what we say we believe and what we do on a daily basis. John is helping us to close that gap."

Michelle Carroll Smith, Superintendent, Lytle Independent School District, Lytle, TX

"John Tanner takes a fundamentally different look at teachers than that seen in most of the current accountability debate. Instead of blaming teachers, John identifies the faults in our system of education that make the job of teaching-and the success we hope for students-almost impossible to realize, going so far as to note that 'teachers are actually succeeding at a much greater rate than we have a right to expect given that so much of the system actually runs counter to their success.' While the quality of instructional practice can always improve (in the same way that the quality of medical care can improve or the political functioning of Congress can improve), the reasons for the lack of overall success in our educational system are not the fault of individual teachers, but rather the organizational design of the system."

David Ruff, Executive Director, The Great Schools Partnership

# data[].attributes.attachment_link.description
regularly achieve their mission using a surprisingly common set of accountability frameworks. If the goal of a school is to be the most effective organization possible, it requires an accountability designed to help them do that. True Accountability consists of the frameworks that allow a school to convert to an accountability environment designed to support every aspect of the mission of schooling.

# data[].attributes.body
LEADING TOGETHER - supporting teacher leaders
http://www.ascd.org/publications/educational-leadership/mar20/vol77/num06/A-Balance-of-Power.aspx

# data[].attributes.body
Asking questions to a large group

# data[].attributes.body
Autonomy, Mastery and Purpose

# data[].attributes.attachment_link.title
RSA ANIMATE: Drive: The surprising truth about what motivates us

# data[].attributes.body
Used with EMS. Currently being modified to include more measurable indicators. Lovejoy planning to use it.

# data[].attributes.attachment_link.readable_text
The identification of recent anomalies in Texas's STAAR tests has led a great many in both the education and policy communities to demand the Texas Education Agency (TEA) and its test contractor do a better job building the tests - in particular the reading tests. Evidence is cited that the reading tests may in fact target above grade-level reading, which, if true, would put TEA out of compliance with state law.

This moment when STAAR is making headlines offers an excellent opportunity to make clear what this particular type of test can and cannot do, and the degree to which Texas has asked it to carry a weight for which it was never designed.

First, the STAAR test is designed to be predictive: The scores can be expected to be consistent over time. When a change occurs, an inference can be made that something happened, and the change can be explored for causes. Only after a cause is known could we possibly pass a judgment, since prior to that point we have nothing to judge. This would be true for good and bad judgments at every test score.

To create that consistency requires the test maker to limit what gets tested. Lots of items are field tested and then only those that fit a narrow statistical window make it into the test, which is what creates that consistency. Any predictive test is really a small subset of a content area, but when that small subset correlates to the larger domain it can be useful. Researchers can use a small part of a domain they can see in a test score to make inferences about the larger domain.

Second, each STAAR score is an estimate only and must be treated as such. Because of how the tests are designed, the estimates won't vary much if a student tests multiple times, but they will vary and there will be a few students for whom they will vary a great deal. Because they occur at a moment in time and attempt to reflect the efforts of an entire year, they cannot be expected to be entirely accurate in every case.

Third, a variety of interpretive lenses can be applied to such tests. A normative lens compares test takers to other test takers. A criterion-referenced lens compares test takers to a score to which additional meaning has been assigned. The criterion is also an estimate, as two different groups will likely put it at different places. Criterion scores needs to be validated or the interpretations risk being inappropriate.

Fourth, while STAAR may be a technically sound test, that does not mean it can be used however anyone likes. A test that is technically sound is one that goes to great lengths in regard to established best practices; the estimates should be useful, provided the use takes into account the test's limitations.

Compelling evidence suggests the STAAR tests miss the mark in several ways.

High-stakes decisions - especially those with negative consequences - should be viewed suspiciously if made through imprecise estimates, since they risk being wrong. Consider how wrong your judgments would be if they were assigned without clear evidence for making them, and how detrimental they would be to those being judged. Children will be at every possible test score for a variety of reasons. Once those reasons are known, some may be worthy of judgment, but some most certainly will not.

Evidence from several readability studies as well as data from other tests indicates that the STAAR reading passages are disproportionately above grade level. If the reading passages are found to be above grade level, that could negate the ability to make grade-level inferences. Note that solving this issue in no way resolves the other issues, but it could help clarify whether Texas has been mis-estimating or underestimating reading scores.

Common sense would suggest three actions:

First, analyze the STAAR reading tests to determine the degree to which the requirement for grade-level inferences (readability) may have been violated. If it was, TEA may have forced students to take tests for which they were not prepared. The agency regularly cites the decline in NAEP reading scores, and if it did place negative judgments where they were not warranted, that in itself could lead to schools being less effective, and could have contributed to that decline.

Second, place a two-year moratorium on any judgments being made from STAAR - including the assignment of school grades. School grades are almost entirely dependent on whether or not a student passes STAAR, which in turn is based on a set of estimates that are not nearly as precise as most people think. Add in the questions raised by those looking at reading levels, and a careful look seems more than justified. To satisfy federal requirements, students will still need to test and struggling schools will need to be identified, but use multiple measures and observations to do it and make the process positive and not punitive.

Third, use that two-year moratorium to realize that Texas's test-addicted accountability systems are incapable of achieving their policy goals - not because tests are bad, but because they were not designed to do what has been asked of them. Texas deserves an accountability system that places student need at the center of the work. What we have in front of us is the first opportunity in a great while to do just that.

# data[].attributes.attachment_link.title
STAAR shouldn't be the basis for Texas school accountability, by John Tanner

# data[].attributes.attachment_link.description
Texas’s test-addicted accountability systems are incapable of achieving their policy goals - not because tests are bad, but because they were not designed to do what has been asked of them. Texas deserves an accountability system that places student need at the center of the work.

# data[].attributes.body
This activity comes from the book Thinking Through Quality Questioning

# data[].attributes.body
The Power of Coaching

# data[].attributes.attachment_link.readable_text
I often tell audiences during keynotes and workshops that my role isn't to tell anyone what to do, but instead to get educators to think critically about what they do. It would be foolish of any speaker or presenter to do so, considering that we don't really know the people who we are blessed to speak with, let alone the specific culture in which they work. The fact for many in education is that we teach the way we were taught and lead the way we were led. In some cases, this might still be effective. However, the opposite is more often true, and helping others come to this realization can be a tricky process.
Where I see the most change from my work is when I am fortunate to work with districts and schools on an on-going, long-term basis. This allows me to really get a pulse on the culture, understand the challenges that are faced, make observations, collect evidence as to where practices are, and ultimately build relationships in the process. Trust and honesty are key, which compels me not to hold back when engaging both teachers and administrators in dialogue on feedback. Often, we are blinded by our own bias or comfortable where we are. No matter the case, both can be detrimental to growth.

So how do we begin to move the needle? It starts with analyzing how feedback is given. What I have learned from past experiences, and currently, when working in schools, is that a tendency remains to tell people what they want to hear as opposed to pushing them with critical conversations on practice. The latter might sting at first, but it is needed to create a sense of urgency. Making people feel good is always crucial, and a critical component of a positive culture. However, it shouldn't come at the expense of shying away from the problematic and thought-provoking conversations that are needed to drive change at the individual and systemic levels.
One of the best ways to help others know where they are and lay the groundwork for meaningful changes to practice is through coaching. Currently, I have several projects around the country where I have assumed this role. Last year alone, I visited over 1000 classrooms and pretty much followed the same process. At the conclusion of each day, I submit a detailed report that contains general commendations and recommendations for growth to each school. If I am there for an extended period of time, the district receives a comprehensive report within 24 hours of completing my last school visit.

In addition to general feedback, I script what I see by classroom while aligning evidence to support the ratings for how I chart data across five indicators. This allows me to provide some simple data for districts and schools to get an idea of where their practices are. Here is how I code each lesson after scripting and providing recommendations for growth: Now, these are meant to be black and white in terms of whether it can be seen or validated with evidence (i.e., questions, assessments, tech used by kids for learning, student work, etc.). However, I always stress that there is gray inherent in what I provide and encourage dialogue and support between coaching visits. It goes without saying that these visits are just a snapshot and, by no means, are indicative as to what happens during the entire lesson or regularly throughout the year. It is up to the school and individual educators to make that determination. There is one non-negotiable that I establish, and that is an administrator or teacher who has to accompany me. The reason being to coach the individual(s) later on
providing feedback and to ensure interrater reliability (do we see the same thing).
I am fortunate to be involved in several long-term projects where I have been able to document growth over time. Over the years, I have shared all of the wonderful things happening at Wells Elementary, as I am now in my third year as their coach. Other schools and districts are beginning to follow suit. One, in particular, is the Corinth School District in Mississippi. The stage was set over the summer for me to work six days in each of their three schools to assist with teaching, learning, and leadership associated with their 1:1 implementation. Following the protocol described above, I facilitated coaching days.
Even though I have a few stories of significant growth to share, I want to focus on just one. During my first visit to the high school in August, I spent the entire day visiting classrooms and then providing feedback to the admin team. They, in turn, then shared recommendations for growth with their teachers. One teacher took the feedback and ran with it.
The next time I met with the teachers, I facilitated a workshop on digital pedagogy. Something from this day and the feedback from the classroom observation clicked him. During my third visit, we saw him implementing a choice board with his economics class. Going from direct instruction primarily to this high agency approach represented a dramatic shift in practice. I again provided feedback both in the form of commendations and recommendations for improvement, specifically when it came to assessment. I can't begin to tell you how pleased and excited I was during my fourth visit. When we visited his history class, he again had the students working on a choice board. The main difference from last time was that there were six different rubrics to go along with the activity.

The growth story of this teacher is one of many in the Corinth School District. His colleagues across all content areas at the high school have begun to implement an array of innovative strategies such as station rotation, choice boards, self-pacing, digital check-ins with students, and the purposeful use of technology aligned to effective pedagogy. The middle school has begun to make impressive progress with blended learning, especially at the 6th-grade level. Last but not least is the elementary school where evidence has been collected, demonstrating tremendous growth with high agency strategies. To be honest, I could fill this post with picture after picture as validation.
We can't allow ourselves to stick our heads in the sand or cuddle up to the status quo. Sometimes a push is needed. In all the schools I work in, the catalyst for change is always the first coaching visit. Using an unbiased and non-judgmental lens, the stage is set for assisting educators in coming to a determination as to where they are. Initially, this can be a tough pill to swallow. However, the fact remains that nothing about public education is perfect. Sometimes it takes an outside view to help come to that realization.
If you would like to know more about our coaching process and on-going work for schools or districts, shoot me an email (esheninger@gmail.com).

# data[].attributes.attachment_link.title
Knowing Where We Are Paves the Way for Change: The Impact of Coaching

# data[].attributes.attachment_link.description
I often tell audiences during keynotes and workshops that my role isn't to tell anyone what to do, but instead to get educators to think critically about what they do. It would be foolish of any speaker or presenter to do so, considering that we don't really know the people who we are blessed to speak with, let alone the specific culture in which they work.

# data[].attributes.attachment_link.title
Even Eagles Need a Push by David McNally

# data[].attributes.headline
Book - Successful practices of principals

# data[].attributes.subject
Book - Successful practices of principals

# data[].attributes.body
https://www.amazon.com/School-Principals-Guide-Successful-Practices-ebook/dp/B00IWGRSY0/ref=sr_1_6?keywords=effective+successful+principals&qid=1583247088&sr=8-6

# data[].attributes.body
The Three Buckets

# data[].attributes.attachment_link.readable_text
Title

Pocket Guide to Probing Questions

Attribution

Developed by Gene Thompson-Grove (adapted from Thompson-Grove and Edorah Frazer).

Description

An examination of the differences between probing and clarifying questions.

Last Updated

March 30, 2017

[acf_ProtocolInfo_Related Tools]

# data[].attributes.attachment_link.description
Title Pocket Guide to Probing Questions Attribution Developed by Gene Thompson-Grove (adapted from Thompson-Grove and Edorah Frazer). Description An examination of the differences between probing and clarifying questions. Last Updated March 30, 2017 [acf_ProtocolInfo_Related Tools]

# data[].attributes.body
Sometimes the answer is obvious

# data[].attributes.body
The First Follower

# data[].attributes.attachment_link.title
First Follower: Leadership Lessons from Dancing Guy

# data[].attributes.body
Perspective - It's how you see them

# data[].attributes.attachment_link.title
Inspirational Video- Be a Mr. Jensen- MUST WATCH!!

# data[].attributes.attachment_link.title
The Backwards Brain Bicycle - Smarter Every Day 133