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Support your Candidate in finishing strong!

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Sample Option on how to share your IIP - Year 1 Candidates @ the End-of-Year event.

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A collection of past IIP examples - all have strengths and opportunities for growth - purpose is to provide ideas for current candidates.

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AIM Sample IIPs - 24/25 Advisory Board Review

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Finish the year strong! AIM Candidate countdown with links/resources

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AIM Candidates - Final Countdown: How to Successfully Cross the Finish Line -3/4 Candidate PD

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Check out this US Letter designed by Dawn Aguila.

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3/4/26 - Candidate PD: Leading People with Purpose

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3/4/26 - Candidate PD: Leading People with Purpose

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Leading People with Purpose: Relationship, Development, Accountability

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Creating a Positive School Culture to Impact Student Learning - Dr. Kerri Braun - 12/3

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Creating a Positive School Culture to Impact Student Learning - Dr. Kerri Braun - 12/3

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Creating a Positive School Culture to Impact Student Learning

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Managing People, Data, and Processes to Foster School Improvement, PBS Learning Media

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Managing People, Data, and Processes to Foster School Improvement, PBS Learning Media

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CPSEL 3 CONNECTIONS

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Managing People, Data, and Processes to Foster School Improvement | PBS LearningMedia

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Learn strategies and practices that principals can use to optimize time for instructional leadership with this professional development video for school leaders. Jeanne Fagan, principal of P.S./I.S. 119 in Queens, NY, and Clayborn Knight, principal of Nesbit Elementary School in Tucker, GA, discuss how they optimize their schedules and delegate responsibilities in order to focus their time on instruction.

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Cultivating Leadership in Others, PBS Learning Media

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Cultivating Leadership in Others, PBS Learning Media

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CPSEL 2 & 3 CONNECTIONS

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Cultivating Leadership in Others | PBS LearningMedia

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Learn why principals are critical in preparing assistant principals to become principals in this professional development video for school leaders. Jacqueline Haynes, principal of Howard W. Blake High School in Tampa, FL, and Penny Palmer Young, principal of Arcado Elementary School in Lilburn, GA, highlight the different ways they develop leadership skills in their assistant principals.

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Shaping a Vision of Academic Success for All Students, PBS Learning Media

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Shaping a Vision of Academic Success for All Students, PBS Learning Media

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CPSEL 1 CONNECTIONS

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Shaping a Vision of Academic Success for All Students | PBS LearningMedia

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Learn how a principal can ensure that a vision of high expectations for teachers and students permeates every aspect of a school with this professional development video for school leaders. William C. Bassell, principal of the Academy of American Studies in Long Island City, NY, and Susan Bearse, principal of Berkeley Lake Elementary School in Duluth, GA, share the key processes and effective practices that have led to the development of a sustainable, shared vision for high performing students in their schools.

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The 3 Must Dos of Educational Leadership, Gordon Amerson

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The 3 Must Dos of Educational Leadership, Gordon Amerson

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CPSEL 2 CONNECTIONS

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The 3 Must DOs Of Educational Leadership

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Unlocking the Secrets of Effective School Leadership, Gordon Amerson

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Unlocking the Secrets of Effective School Leadership, Gordon Amerson

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CPSEL 1 & 2 CONNECTIONS

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Unlocking the Secrets of Effective School Leadership

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The Leadership Lesson our Schools Need, Simon Sinek 

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The Leadership Lesson our Schools Need, Simon Sinek 

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CPSEL 2 & 3 CONNECTIONS

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Getting Started: How to Develop AI Guidelines for Schools and Districts

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Getting Started: How to Develop AI Guidelines for Schools and Districts

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CPSEL 1, 2 & 6 CONNECTIONS

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Getting Started: How to Develop AI Guidelines for Schools and Districts | New Leaders Blog

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If developing an AI policy feels overwhelming, consider focusing on developing preliminary AI usage guardrails. Use these four questions to guide your thinking and your next steps.

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Five Systemic Shift that Signal Teacher Appreciation All Year Long

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Five Systemic Shift that Signal Teacher Appreciation All Year Long

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CPSEL 3 & 6 CONNECTIONS

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Five Systemic Shifts That Signal Teacher Appreciation All Year Long | New Leaders Blog

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Teacher Appreciation Week acknowledges the importance of teachers in our schools, but genuine appreciation requires sustained support. Here are a few ongoing, systemic strategies school leaders can implement to empower teachers.

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Leadership Qualities of Great School Principals

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Leadership Qualities of Great School Principals

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CPSEL 2 & 5 CONNECTIONS

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Leadership Qualities of Great School Principals | New Leaders Blog

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The best leaders have a guiding set of values that not only drive their own “why,” but how they cultivate their school’s mission and vision. Here are eight of those qualities.

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CPSEL 5 CONNECTIONS

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As the summer approaches-or is already in full swing for you, depending on where you're located-there are most likely a myriad of emotions you're feeling as a teacher: pride in finishing the school year strong and helping your students grow both academically and social-emotionally; a bit of exhaustion as you reflect on just how much of a whirlwind these last few months have been; and anticipation for a slightly slower pace (for a little while, at least!).

For some of you, there might be another emotion: curiosity.

You might find you're more introspective than usual at the end of the year because there's something you've been pondering: am I ready to create an even bigger impact by stepping into educational leadership and becoming a school principal? This is a big question, and an even larger decision. Where do you even begin to assess your readiness?

You might find you're more introspective than usual at the end of the year because there's something you've been pondering: am I ready to create an even bigger impact by becoming a principal?

Our PRINCIPAL READINESS QUIZ is here to help!

‍You can take the quiz right now. It only takes a few moments.

Or you can reflect on the 10 quiz statements below and assess for yourself if you want to explore the principalship or the path to principal licensure on a deeper level. No matter if you're an aspiring principal, an emerging leader, or a principal or district leader that's interested in offering a shoulder tap to a future leader, these statements are a great litmus test for creating greater impact.

‍I believe all children are capable of extraordinary things and my instruction drives positive learning outcomes for every student.

As a teacher, you believe all students can learn at the highest levels, and this is evident in how you design and review lesson plans.

Equity-focused teachers are centered around creating a balance of core content standards, the intellectual depth that students deserve, specialized instruction that addresses unique student needs and historically underserved populations, and consistent and daily access to engaging and meaningful grade-level work. It's this focus on equitable instruction that will serve you well in school leadership-should you pursue it.

I collaboratively plan with my team, developing and executing detailed instructional plans.

There's something empowering and joyful that happens when teachers, staff, and leaders come together to collaborate for the sake of students.

As a current teacher, you already have an inside look at what's working-and what can be improved-when it comes to team collaboration. Ask yourself: Are you being given time to collaborate with your peers during school time? Are you given opportunities to flex your leadership muscles? Pay attention to the pros and cons of your teamwork now, as you'll be looking to strengthen and foster more of this collaboration when you're a principal.

I seek input from diverse stakeholders and use a variety of data points to inform my decision-making process.

Representation matters, particularly when it comes to decision-making. Not only are principals always looking for input from the groups and stakeholders in their school community, but they use this data to understand where to best distribute resources in a way that matches the school's vision, values, and student needs.

In your teaching experience, you're probably already practicing this type of input collection in your classroom, and with the families you work with every day. You know that the group with the loudest voices and most cultural capital doesn't necessarily end up with the most resources-it's all about putting students at the center. ‍

My professional development is a top priority; continuous learning is my motto and I dedicate time to pursue it.

If you consider yourself a lifelong learner who knows professional development and continuous improvement is the key to your craft as a teacher, you're already establishing the growth mindset for becoming a principal fellow and an instructional leader.

One way to continue to strengthen this mindset? Understand your "fixed mindset triggers." Using the fixed-mindset thoughts and actions that come up when we're facing challenges can help you self-reflect and learn a new way forward. Carol Dweck, who first pioneered the "growth mindset" concept, created a few questions to help you identify these triggers.

I develop partnerships with families and regularly engage with our community to support student success.

You know strong partnerships with the families of the students you teach is paramount. Communicating early and often, sharing resources, and explaining decisions you've made that will impact and enhance their child's growth-these are all familiar actions you take currently.

Your comfort in developing these kinds of relationships with both families and community partners is critical as a school leader. What can make these partnerships particularly strong is to focus on two-way engagement over one-way involvement. Think about how you can draw your school community in through mutual involvement, where everyone benefits.

I prioritize cultural responsiveness in my instruction to ensure all students experience affirmation and belonging in school.

Author, former teacher, and former principal Baruti K. Kafele says cultural responsiveness begins when classrooms are equity-based vs. equality-based. "Children have a much higher probability for success because...it's all about the students," he says.

Preparing to step into the principal role requires a continued and expanded focus on cultural responsiveness, including the hiring of diverse educators to ensuring historically underserved and underestimated students feel pride and a sense of belonging in their own identities through culturally-responsive materials and pedagogy that reflects the lived experiences of the students and families in your schools.

I value open and honest feedback and work with my peers to solve problems.

If you're a pro at both giving and getting constructive, intentional feedback-and you view it as an opportunity for learning and growth-you're ahead of the game in terms of strengthening your leadership muscles. After all, principals receive a fair amount of solicited (and unsolicited) feedback!

Here's another tip about feedback, courtesy of former principal Sanee Bell. She suggests thinking about feedback in one of three ways:

Validation: where you encourage the good work you see happening in your school or with your fellow teachers and staff

Refinement: where you validate what's going well while identifying small adjustments

Correction: where you directly describe the behavior you'd like to see stop, and provide a replacement behavior

Consider the times that your own principal gave you feedback in one of these three ways. What worked and didn't work? Use those learnings to know how you'll handle feedback if you decide to take the leap into the principalship.

I view setbacks as learning opportunities and try to lead by example to overcome challenges.

Viewing challenges as opportunities for capacity-building and learning new skills is the very essence of adaptive leadership: a model that embraces the inevitability of change in schools and education more broadly and challenges the status quo with experimentation and innovation to accelerate student learning.

Adaptive leadership can be translated into action in many ways, including:

Listening to diverse groups of stakeholders-other teachers, staff, parents, community members, and students-to gain a variety of perspectives

Mobilizing others to initiate change by working together toward collective goals

Having the ability to anticipate when adaptive situations might be coming-and being able to adjust your strategy as needed

You're no doubt already taking these actions to some degree as a teacher-especially the "adjusting strategies" part!

I consistently use a variety of data sources to inform and evaluate my instructional strategies and decisions.

Having quality data means being able to truly focus on responsive teaching and learning. You've seen how good data helps you identify your students' readiness to learn based on the curriculum you're teaching. It also helps you design supports for students and identify the sweet spot just past a student's current level of independent ability where instruction will be most beneficial.

Your role as a "data champion" in your school is what will catalyze you to build an even more impactful and intentional data-driven instructional culture as a principal. Because of your experiences as a teacher, you'll be more apt to give your own teams the time and space they need to understand, analyze, and create strategies for learning because of that data.

I show empathy and try to understand multiple perspectives beyond my own.

The qualities great school leaders need to possess are changing. What used to be a focus on operations and management has shifted to an emphasis on human skills in principal certification programs, including empathy, compassion, emotional intelligence, resilience, and more.

There's already a large dose of empathy you infuse into your teaching and classroom practices. You do your best to always see situations through your student's eyes, put aside judgment and avoid jumping to conclusions, try to understand your student's feelings, and communicate that understanding-all necessary actions when leading a school community, too.

Ready to take the pulse on your own principal readiness?

‍Take the official quiz with these same questions, and tally up your score! Our National Aspiring Principals Fellowship might be your next best step!

‍

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Principal Preparation: Am I Ready? | New Leaders Blog

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Wondering whether the principalship is in your future? Explore your principal readiness through these 10 self-reflection questions.

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From Self-Reflection to School Success: A Checklist for K-12 Principals

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From Self-Reflection to School Success: A Checklist for K-12 Principals

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CPSEL 5 CONNECTIONS

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From Self-Reflection to School Success: A Checklist for K-12 Principals | New Leaders Blog

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Summer is a great time for reflection—both about your school community and your own leadership needs. Here are some questions—and accountability strategies—to get you ready for next year.

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10 Leadership Actions that Keep School Culture at the Center

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10 Leadership Actions that Keep School Culture at the Center

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10 Leadership Actions That Keep School Culture at the Center | New Leaders Blog

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As a school leader, your actions have a pronounced effect on school culture. With a new school year approaching, use these ten strategies to center culture in your leadership actions.

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Advice on How to Ace Your First Year as a K-12 Principal

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Advice on How to Ace Your First Year as a K-12 Principal

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Advice on How to Ace Your First Year as a K-12 Principal | New Leaders Blog

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Are you, or do you know someone who is, starting their career as a principal this school year? Check out our best strategies for ensuring your first year is a success.

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From Aspiring Principals to Transformational Leaders

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From Aspiring Principals to Transformational Leaders

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Friction by Design: A Framework for Centering Learning in the Age of AI

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Friction by Design: A Framework for Centering Learning in the Age of AI

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Verifying you are human. This may take a few seconds.

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Supporting Student Success Through Aligned and Coherent Systems

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Supporting Student Success Through Aligned and Coherent Systems

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Supporting Student Success Through Aligned and Coherent Systems

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Learn how state and local agencies can align policies and partnerships to create coherent, collaborative systems that improve supports for students and families.

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Four Domains for Rapid School Improvement

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Four Domains for Rapid School Improvement

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This framework is designed to help states, districts, and schools lead and manage rapid improvement efforts.

In practical language, the framework shares the practices of successful school turnaround in four domains that both research and experience suggest are central to rapid and significant improvement:

Turnaround leadership

Talent development

Instructional transformation

Culture shift

In addition, the framework offers examples of the domains in action at school, district, and state levels.

The framework reflects the understanding that local context and implementation influence the outcomes of any improvement initiative. It further reflects these lessons learned from the federal School Improvement Grants program:

A successful school turnaround requires a systems approach with coherent guidance and support from the state and district to complement the actions of the school

A successful school turnaround is more than the initial jolt of bold changes in structure, authority, and personnel; it includes phases in which effective practices and processes are routinized and sustained

For each domain, the roles of the state, the district, and the school are briefly outlined, providing examples of their reciprocal roles in successful school improvement efforts.

A subsequent and complementary document, Four Domains for Rapid School Improvement: Indicators of Effective Practice, intended to facilitate educators' ability to take and track action within each domain, provides the specificity of indicators for each practice identified in the framework.

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Helping Educators Achieve Rapid School and District Improvement

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This framework is designed to help states, districts, and schools lead and manage rapid improvement efforts.

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Effective family engagement contributes to improved student outcomes and to closing persistent achievement gaps among students of different racial and ethnic backgrounds and family income levels.

Additionally, experts advocate for family engagement as an essential element of building the pathway to college and career readiness for all students, and a critical component of a systems approach to school turnaround.

This toolkit, produced by the California Department of Education, was developed to provide districts and schools with practical planning and evaluation tools that support efforts to engage all families, particularly those of underrepresented and underserved students.

The toolkit is designed to address the following challenges and questions:

Challenges

Family engagement activities are often isolated from other initiatives in districts

Family engagement staff in districts often work in a silo, not in collaboration with other district departments

Families of low-income students and families of students of color are often underrepresented in family engagement activities

Educators struggle with how to evaluate family engagement programs and activities, beyond tracking the number of participants attending events

While opportunities for family members to gain skills and knowledge are growing, building educators' capacity to partner with families is not yet a focus in many districts

Questions

How can districts and schools increase the engagement of underrepresented families?

How can we help teachers and administrators become more skilled and comfortable working with all families?

What kind of family engagement activities are likely to lead to the biggest learning advances for students?

How can districts and schools know if their family engagement efforts are working?

Download editable planning and evaluation templates.

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This toolkit offers districts and schools practical planning and evaluation tools designed to engage all families, particularly those of underrepresented and underserved students.

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Supporting Student Success Through Aligned & Coherent Systems. Brief by Natalie Walrond 

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Supporting Student Success Through Aligned & Coherent Systems. Brief by Natalie Walrond 

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Supporting Student Success Through Aligned and Coherent Systems

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Learn how state and local agencies can align policies and partnerships to create coherent, collaborative systems that improve supports for students and families.

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An Affirmative Perspective in Teaching Els: Article by Billings & Walqui 

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An Affirmative Perspective in Teaching Els: Article by Billings & Walqui 

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Zone of Proximal Development: A Perspective for Teaching English Learners

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Learn how the Zone of Proximal Development and teaching ELLs through enhanced collaboration impacts the academic development of English language and multilingual learners.

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Professional Learning Communities- WestEd Webinar and Resources

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Professional Learning Communities- WestEd Webinar and Resources

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Re-VITALizing Your Professional Learning Communities (PLCs)

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Discover how Professional Learning Communities (PLCs) drive sustained instructional improvement by making teaching practice visible, embedding feedback into learning cycles, and strengthening collective expertise to boost student outcomes.

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Ensuring Literacy Success for Students with Disabilities- WesttEd Webinar and Resources

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Ensuring Literacy Success for Students with Disabilities- WesttEd Webinar and Resources

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Ensuring Literacy Success Across the Disciplines for Students With Disabilities

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This recorded webinar explores how to support students with disabilities in reading—including dyslexia—to succeed using strategies that draw upon disciplinary literacy approaches—the specialized ways of reading, writing, and thinking in subjects like science, history, and math. Our featured speakers explore how educators can embrace a both/and approach: delivering specially designed literacy instruction in the disciplines to build foundational reading and writing skills while also ensuring students can engage with grade-level texts through strategic accommodations.

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A great, short video helping us understand the 3 coaching stances.

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AIM Collaboration Meeting October 1, 2025

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AIM Collaboration Meeting October 1, 2025

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Bridge to Inclusive Practices: The Role of the General Ed. Teacher with UDL and SDI 

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Bridge to Inclusive Practices: The Role of the General Ed. Teacher with UDL and SDI 

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Transform Student Outcomes.

This course is your blueprint for ensuring that every student, including those with disabilities can succeed in the general education classroom. Through four dynamic modules, you’ll learn how to bridge general and special education using the powerful frameworks of Universal Design for Learning (UDL) and Specially Designed Instruction (SDI). Whether you're looking to enhance your inclusive teaching practices, build stronger co-teaching partnerships, or better meet the needs of ALL students, this is the course for you.

For general ed teachers, special ed teachers, instructional assistants, specialists and administrators.

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PD Course: The Role of the General Education Teacher with UDL and SDI

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Flip the script on what learning “should” look like by building bridges through Universal Design for Learning (UDL) and Specially Designed Instruction (SDI).

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Learn to equip students & teachers with the will, skill, and collective capacity to enact positive change. Recommended for administrators, coaches and educators looking for a blueprint to alter the all-too-predictable outcomes for our historically under-served students. Recommended for administrators, coaches and educators looking for a blueprint to alter the all-too-predictable outcomes for our historically under-served students.

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Gain the tools to alter the all-too-predictable outcomes for our historically under-served students. If you believe that every student, without exception, holds the potential for success, this course is for you!

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UDL Playbook for School & District Leaders

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UDL Playbook for School & District Leaders

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A step-by-step process to remake your leadership skills and methods through the inclusive principles of Universal Design for Learning (UDL). Creating multi-tiered systems of support, delivering effective and inspiring feedback, embedding the UDL principles throughout your culture and curriculum—these are just some of the topics covered by two veteran leaders.

This course is modeled off of the UDL Playbook for School and District Leaders and will provide additional resources, tools, learnings, and options for self-assessment to help you put theory into practice.

Recommended for school and district leaders looking to improve outcomes and become a more effective leader

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UDL Playbook for School and District Leaders - 45 Hours

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A step-by-step process to remake your leadership skills and methods through the inclusive principles of Universal Design for Learning (UDL). Creating multi-tiered systems of support, delivering effective and inspiring feedback, embedding the UDL principles throughout your culture and curriculum—these are just some of the topics covered by two veteran leaders. This course is modeled off of the book and will provide additional resources, tools, learnings, and options for self-assessment to help you put theory into practice. Topics covered include:
- Cultivating learner agency
- The executive function of leadership
- Creating a UDL foundation
- Modeling UDL in professional learning
- Educator Evaluation to Improve Teacher Efficacy
- Staffing
- Curriculum
- Scheduling
- Supporting MTTS

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Discover strategies to move beyond traditional teacher-led classrooms by placing students at the center of their learning, leveraging UDL and Blended Learning to give teachers more freedom! Best for K-12 educators, instructional coaches, and school leaders

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Building a More Student-Led Classroom - Course by Katie Novak, EdD

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Place students at the center of their learning, leveraging UDL and Blended Learning to give teachers more freedom! 45 hour course for educators and coaches.

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Are you happy with where you stand in life right now? If yes, you're extremely lucky. If not, welcome to reality.

Humans are (almost) incapable of being 100% satisfied with their everyday life, no matter how balanced and successful others consider it to be. This is because we tend to get to specific life spots without meaning, aim, or direction. To avoid this haphazard lifestyle, you need to learn how to make a life plan.

Now you must be wondering "what is a life plan?" "How will it give me higher life satisfaction?" "If it's so amazing, then how do I formulate one?"

Well, you're lucky because you landed on the exact page where you'll find answers to all these.

Creating a Life Plan With an Action Plan

There's no living human who without a wish or dream. There's also a high chance that most people consider their desires and dreams unrealistic and unachievable. Therefore, the unproven yet giant fear of failure keeps them from trying to reach for the stars.

Guess what? If humans can get to the moon, live underwater, and fly, anything is possible. What's especially possible to realize is the idea that you have in your mind.

You may wonder how you can bring this idea, wish, or dream to life. The simple answer is a life plan.

What is a Life Plan?

Is it a booklet with a script of how your life is supposed to be? Or, is it a defined outline of the exact steps you need to take every passing minute?

A life plan is none of those things. Instead, it is a written promise to yourself to try ticking off the goals that you want to accomplish. It is your mind in the form of words on a piece of paper.

But what if you're in your early 30s, unsure if these are the same goals you'd want in your 50s? There's nothing to worry about! A life plan is entirely under your control. In truth, a good life plan is - and should be - flexible. There needs to be enough room for changes to let you grow and succeed down the road.

Why Is a Life Plan Important?

If you're only writing down what's on your mind, and it's not even a fixed document, why is it necessary at all?

Look at it this way. How many ideas do you get each day? Probably hundreds. How many do you end up remembering, let alone implementing?

The only thoughts that become a reality are those you transfer from your mind to a piece of paper. They journey from your mind into this world. That is how your ideas come to life.

Similarly, your goals, even if they are long-term, need to be brought to life. The only way to get the opportunity to fulfill these goals practically is by taking them out of your head.

Aside from that, a life plan is sort of a commitment. It's like signing a legal document, but you're the law-making authority. You're committing to your life plan, after all. If your goals or priorities change along the way, you have a valid reason to alter them.

For the most part, a life plan keeps you on track. It gives you the direction that you need to follow throughout the years. You always have your vision in front of you, so whatever you think of doing is coherent with your long-term plans.

How to Make a Life Plan

Now, let's move to the best part: how to make a plan for life.

There's no defined strategy or hard rule when it comes to learning how to make a plan for life. All you need to do is be true to yourself. On top of that, implement the following tips in the process so that you can have a realistic and achievable life plan that satisfies your needs.

1. Be Aware of Your Failures

Most plans require you to start with your strengths. Things that you have achieved in life, never messed up, and are amazingly good at, etc. That's not the most authentic perspective of life.

The truth is, we all fail, and it happens more often than we'd like to accept. However, we need to be more accepting of our failures as they ultimately help us grow. Failures are proof that we're trying.

If you start with your failures, you'll instantly get a clear idea of which road you want to go down in the future. For one, failures show you the route that you're genuinely making an effort on. Repetitive failures in one direction are a sign of your passion. On the other hand, consistently failing after many tries and changes is a sign that you need to turn away.

When you're aware of your failures, you'll get a clear direction to stick to right off the bat. Moreover, your failures will tell you precisely what you need to fix so that the rest of the journey becomes smooth.

If you have the fear of failure read this: Why You Have the Fear of Failure (And How to Overcome It)

2. Identify Your Long-Term Vision and Values

Whatever your future plans are, they must satisfy your morals and beliefs. Thus, before planning anything, you need to identify your life values. Doing so will keep you from developing a life plan that clashes with your spirituality and mental stability. Being in line with your values is exceptionally crucial for a happy life.

If you're a firm believer in empathy, you must ensure that your long-term plans do not harm the people around you. An empathetic individual cannot work for a makeup manufacturer that tests on animals, for example.

3. Evaluate Yourself

Based on your failures in the past and a clear vision of the future, take a look back. Think of the things and events that are most prominent in your memory. Learn from them by taking the good and figuring out how to fix the bad. Know what you never want to repeat while picking up on the things that you want to continue.

Your past should not haunt you. Therefore, an in-depth evaluation is necessary before you head into the future.

4. Prioritize the Future

This is the time to list down your numbers of plan for life chronologically. You're not precisely devising a goal or plan at this point; you just need to prioritize things in the order that you want to achieve them.

For instance, if you're currently 30 years old, getting a house within the next two years is perhaps your first priority. You may then want to get married at 35 years. After that, you may want to start a new business venture.

5. Ask for Support

You're planning your life. You are the only one in charge of it, the only stakeholder in this deal. That is precisely why you need a supportive family and group of friends around you.

These are the people who motivate you to live life to its fullest and bring you back up when you're exhausted. Your life plan is useless unless you are surrounded by those you want to live for.

Plan Your Goals and Structure an Action Plan

By now, you have a vision, and you've also prioritized your future. It's time to put everything in an actionable form.

Basically, you need to break down your goals into small actionable and practical milestones. For example, to get a house, you must save money first. Your plan should include all the ways to save more money and get a suitable place for yourself.

An action plan is critical in accomplishing goals because it will help you stay motivated and ensure that you're on track to complete your goals in a reasonable amount of time.

Following are a few action steps and tips that you can follow to make your action plan:

1. Determine Your "Why"

Here's a quick experiment for you to try right now: Reflect on the goals you've set before. Now, think about the goals you reached and those you didn't. Hopefully, you'll notice a common theme.

The goals you were successful in achieving had a purpose. Those goals you failed to accomplish did not. In other words, you knew why you put these goals in place, which motivated you to follow through.

Simon Sinek, author of Find Your Why: A Practical Guide for Finding Purpose for You and Your Team, explains:

"Once you understand your WHY, you'll be able to clearly articulate what makes you feel fulfilled and to better understand what drives your behavior when you're at your natural best. When you can do that, you'll have a point of reference for everything you do going forward."

That, in turn, enables better decision-making and clearer choices.

Before you start creating an action plan for life, think about why you're setting a new goal. Doing so will guide you forward on this journey and give you a North Star to point to when things get hard (and they inevitably will).

2. Write Down Your Goal

If you really want to know how to create an action plan for goals, it's time to get your dreams out of your head and onto a piece of paper. While you can also do this electronically through an app, research has found that you're 42% more likely to achieve your goal if it's written down .

When you physically write down a goal, you're accessing the left side of the brain, which is the literal, logical side. As a result, this communicates to your brain that this is something you seriously want to do.

3. Set a SMART Goal

A SMART goal pulls on a popular system in business management. That's because it ensures the goal you've set is both realistic and achievable. It can also be used as a reference to guide you through your action plan.

By establishing a SMART goal, you can begin brainstorming the steps, tasks, and tools you'll need to make your actions effective.

Specific: You need to have specific ideas about what you want to accomplish. To get started, answer the "W" questions: who, what, where, when, and why.

Measurable: To ensure you're meeting the goal, establish tangible metrics to measure your progress and identify how you'll collect the data.

Attainable: Think about the tools or skills needed to reach your goal. If you don't possess them, figure out how to attain them.

Relevant: Why does the goal matter to you? Does it align with your other goals? These types of questions can help you determine the goal's true objective and whether it's worth pursuing.

Time-bound: Whether it's a daily, weekly, or monthly target, deadlines can motivate us to take action sooner than later.

4. List and Weigh Your Options

Now that you have your goals listed, list all of your options and the costs and benefits of each.

Freedom of choice is accompanied by heavy duty. What you can do to narrow down your decision-making choice is create a pros/cons list.

5. Define Your Budget and Identify Resources

Not all goals require a defined budget, but many do. Define your budget upfront. Then, identify the resources you need to complete each step of the plan.

The main resources you will need to achieve your goals are time, money, people, and technology. There may be certain technologies you want to use, but you don't have enough money to buy them. If you have more money, you can buy more technology and hire more people to help you complete certain steps, decreasing the time it will take to finish your project.

If you have fewer resources, reaching your end goal will take longer. Find the ideal balance for your plan.

6. List the Steps You Need to Take

Just like what I did in this article, you should list the steps you need to take in your action plan.

First, create a detailed, prioritized list of steps you must take to achieve your goal. Start with the very first step and end with the last one. Some steps will involve a series of other steps. Finding a good nutrition specialist may involve doing internet research, checking your current health plan for nutrition specialists, and talking to friends to see if they have specialists they can recommend to you.

Next, make sure you document all the steps and, if applicable, all the sub-steps involved in achieving your goal. Also, indicate who is responsible for performing the steps, if necessary, and include what tools, technologies, and other things you need to finish the steps, along with the price of these things.

Then, ensure that you're operating within your budget.

Finally, Document how long it will take to finish each step. If you have people helping you, make sure you work with them to determine precisely how long it will take to complete each step.

7. Take One Step at a Time

Have you ever taken a road trip? You most likely had to use a map to navigate from Point A to Point B. The same idea can be applied to an action plan.

Like a map, your action plan needs to include step-by-step instructions on how you'll reach your goal. In other words, these mini goals help you get where you need to go.

For example, if you wanted to lose weight, you'd consider smaller factors like calories consumed and burned, minutes exercised, number of steps walked, and quality of sleep. Each plays a role in weight loss.

This may seem like a lot of work upfront, but it makes your action plan seem less overwhelming and more manageable. Most importantly, it helps you determine the specific actions you need to take at each stage.

8. Order Your Tasks by Priority

With your action steps figured out, you'll want to review your list and place your tasks in the order that makes the most sense. This way, you're kicking things off with the most important step to make the biggest impact, which will ultimately save time.

For example, if you have a sedentary job and want to lose weight, the first step should be becoming even a little more active. From there, you can add more time to your workout plan.

The next step could be changing your diet, like having a salad before dinner to avoid overeating or replacing soda with sparkling water.

Learn these tips to prioritize better: How to Prioritize Right in 10 Minutes and Work 10X Faster

9. Schedule Your Tasks

Setting a deadline for your goal is a must; it prevents you from delaying the start of your action plan. The key, however, is to be realistic. It's highly unlikely, for example, that you'll lose 20 pounds within two weeks. It's even less likely that you'll keep it off.

What's more, you should also assign tasks a start and end date for each action step you've created and a timeline for when you'll complete specific tasks. Adding them to your schedule ensures that you stay focused on these tasks when they need to happen, not letting anything else distract you.

For example, if you schedule gym time, you won't plan anything else during that time frame. This will keep you from procrastinating on a given task.

Beware of the temptation to double-book yourself-some activities truly can be combined, like a run while talking to a friend, but some can't. Don't trick yourself into thinking you can both write and catch up on Netflix simultaneously.

While you can use a paper calendar or planner, an online calendar may be a better option. You can use it to set due dates or reminders for when each step needs to be taken, and it can be shared with other people who need to be in the know (like your running buddy or your mentor).

10. Stay on Track With Healthy Habits

Without healthy habits, reaching your goal will be even more challenging, even if you have an action plan. You could hit the gym five days a week, but if you're grabbing burgers for lunch daily, you're undoing all your hard work.

Let's say your goal is more career-oriented, like becoming a better public speaker. If you practice your speeches at Toastmasters meetings but avoid situations where you'll need to be unrehearsed-like networking gatherings or community meetings-you're not helping yourself.

You have to think about what will help transform you into the person you want to be, not just what's easiest or most comfortable as you complete your projects.

11. Check off Items as You Go

You may think you've spent a lot of time creating lists. Not only do they help make your goals a reality, but lists also keep your action plan organized, create urgency, and help track your progress. Because lists provide structure, they reduce anxiety by showing you completed tasks.

There's something else special about lists of tasks completed. When you cross off a task in your action plan, your brain releases dopamine. This reward makes you feel good, and you'll want to repeat this feeling.

If you crossed out on your calendar the days you went to the gym, you'd want to keep experiencing the satisfaction of each bold "X." That means more motivation to go to the gym consistently.

12. Review and Reset as Necessary

Achieving any personal goal is a process. Although it would be great if you could reach a goal overnight, it takes time. Along the way, you may experience setbacks. Instead of getting frustrated and giving up, schedule frequent reviews -daily, weekly, or monthly-to see how you're progressing.

If you aren't where you'd hoped to be, you may need to alter your action plan. Rework it, so you're able to reach the goal you've set.

Life Plan Template

Fill in this template however you would like to. It will serve as a simple yet thorough life plan:

Bottom Line

Ultimately, it all comes down to you and your motivation to improve your life. If you want to be in a state of existence one day where you can be proud of your achievements based on your scales of judgment, a life plan is the way to go.

You have a free, easily applicable template in front of you. You also have enough reasons to put this template to good use. If you want, you are free to alter it to your liking and preferences. You can easily track your progress by following the action steps provided.

There is no excuse to slack off anymore. Get on with your life plan right away so that you can look back and thank yourself for this very moment a few years from now!

Featured photo credit: Glenn Carstens-Peters via unsplash.com

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How to Create a Life Plan (With Action Plan and Tips) - LifeHack

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Are you happy with where you stand in life right now? If yes, you're extremely lucky. If not, welcome to reality. Humans are (almost) incapable of being

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6 Principles of Improvement Science that Lead to Lasting Change

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6 Principles of Improvement Science that Lead to Lasting Change

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Originally posted in GOA Insights.
I no longer post on Medium. Please join me over at my new Substack newsletter, "Learning on Purpose." It's free to subscribe!
"In an improvement-centered world, practitioners are not just passive recipients of others' research, but active agents of change. They own problems, examine causes, and collaborate with researchers and others." (Anthony Bryk, Louis Gomez, Alicia Grunow, and Paul LeMahieu)

In Learning to Improve: How America's Schools Can Get Better at Getting Better, authors Anthony Bryk, Louis Gomez, Alicia Grunow, and Paul LeMahieu make a compelling case: education is slow to change because we have a case of "solutionitis." In a profession that is deeply complex and highly variable, we gravitate towards sweeping solutions and try to impose them quickly. This approach, which the authors call "going fast and learning slow," rarely works and often breeds initiative fatigue or resistance among the people who matter most to lasting school change: teachers.

Bryk, Gomez, Grunow, and LeMahieu articulate three aims of educational improvement: improved effectiveness, greater efficiency, and enhanced engagement. They argue that the best way to meet these aims is to embrace the complex learning environments of schools and prioritize the voice and agency of the teacher, the person who is most often responsible for implementing new ideas.
Call to Action: Collaborate with teachers to answer two questions, "What specifically is the problem we are trying to solve? How do we know it's a problem?"
Improvement science calls for the creation of a "network of expertise" that involves practitioners, academics, and technical experts who adopt evidence-based processes that solve specific, relevant, and practical problems. It is through this intentional, data-driven, action-oriented work that organizations are able to make improvements that stick.
Call to Action: We often seek out "what works" in schools, but we should expand that notion to "what works, for whom, and under what set of conditions."
Schools are excellent at collecting and communicating knowledge, but they struggle with identifying the knowledge most relevant to their specific contexts and translating that knowledge into meaningful action. To do this, the traditional power dynamic of school change initiatives must be reversed: instead of school leaders imposing outside ideas on teachers, it is teachers who must be the lead improvers. Outside experts and school leaders become consultants charged with 1) supporting the teachers by synthesizing data as well as providing valid and relevant research and 2) ensuring teachers have the time, space, and support to do this work.
Call to Action: Use visualization (a flowchart, for example) to clearly articulate how "local conditions shape work processes and resulting outcomes" in various systems in your school.
In improvement science, there is no such thing as a panacea. Learning is complex; thus, any lasting change in schools must be about "getting quality results under a variety of conditions." Counterintuitively, this is not about developing a wide array of highly individualized programs. Instead, improvement science calls on us to identify and commit to "standard work processes" that reduce cognitive load and allow us to focus on the more complex elements of our work. The authors cite a study of airplane pilots as an example: the process of flying a commercial airline jet is highly standardized despite the fact that pilots are highly expert. Pilots' expertise must be reserved for the complex, the unexpected, and the unusual. Standard work processes preserve and protect expertise, leveraging it when it is needed most.
Call to Action: Transform a "working theory" ("I think/believe that we should...") into a "theory of practice" ("By changing this specific process, we can measure...")
Systems thinking is an essential trait of improvers. All those involved in a change initiative must understand how the system in which they operate has created the outcomes they want to change. Approaching change from a systems perspective begins with a simple question - "Why do we get the outcomes we currently do?" - and continues by collecting answers from a variety of stakeholders to ensure that a complete, nuanced portrait of a system emerges. Only then can specific elements or processes of the system be targeted for change.
Call to Action: Reorganize a current change initiative into the four phases outlined above.
While change initiatives might be born in exciting theory or new research, they survive because they are regularly tested and gradually expanded in practice using clear, specific metrics. Hypotheses like "formative feedback improves student performance" and "routine student work review protocols enhance teacher practice" can be proven only with the analysis of data collected from embedded practice. The authors suggest an important role for outside researchers here: they can both introduce interesting theories of practice and support teachers in collecting and analyzing the data that will show whether or not the initiative is achieving desired outcomes.
Call to Action: Connect an outside expert or researcher whose work you admire to the most effective teachers in your school. Facilitate a roundtable discussion: what questions are we asking about school? What problems of ideas and practice are we facing?
Once metrics for success have been identified, the authors recommend a simple testing cycle to ensure schools are nimble enough to reflect, revise, and scale. Much like the scientific method, the "Plan-Do-Study-Act" (PDSA) cycle is built to be repeated so that an initial hypothesis (Plan) can be tested in practice to collect data (Do), that data is analyzed (Study), and decisions made about how the next cycle should play out to broaden the improvement's impact (Act). The essential component is that this cycle repeats; too many change initiatives stall out if the "do" phase doesn't work out as planned.

By forming a NIC, schools "break down the silos of practice and research," connecting educators to expert researchers and theorists so they have access to the ideas/research they need to improve thoughtfully and credibly. In addition, leaders should connect researchers to expert practitioners who can help them validate their theories. This ongoing dialogue between fields is the only way to ensure improvement is both valid and working. It also emphasizes what is at the heart of Learning to Improve: that learning is complex because education is a deeply human enterprise, so initiatives driven by people committed to learning together will create change that lasts.

What is the most effective change you've experienced? What were the essential components of that work? Tell us on Twitter or follow us on LinkedIn.

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Six Principles of Improvement Science That Lead to Lasting Change

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I no longer post on Medium. Please join me over at my new Substack newsletter, "Learning on Purpose." It's free to subscribe! "In an improvement-centered world, practitioners are not just passive...

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While we know a lot about practices that stimulate new ideas, innovation teams often struggle to apply them. Why? Because people's biases and entrenched behaviors get in the way. In this article a Darden professor explains how design thinking helps people overcome this problem and unleash their creativity.

Though ostensibly geared to understanding and molding the experiences of customers, design thinking also profoundly reshapes the experiences of the innovators themselves. For example, immersive customer research helps them set aside their own views and recognize needs customers haven't expressed. Carefully planned dialogues help teams build on their diverse ideas, not just negotiate compromises when differences arise. And experiments with new solutions reduce all stakeholders' fear of change.

At every phase-customer discovery, idea generation, and testing-a clear structure makes people more comfortable trying new things, and processes increase collaboration. Because it combines practical tools and human insight, design thinking is a social technology -one that the author predicts will have an impact as large as an earlier social technology: total quality management.

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While we know a lot about practices that stimulate new ideas, innovation teams often struggle to apply them. Why? Because people's biases and entrenched behaviors get in the way. In this article a Darden professor explains how design thinking helps people overcome this problem and unleash their creativity.

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The design thinking basics covered in the course include:

Empathy mapping

The five phases and four pillars of design thinking

Agile methodology and design thinking.

Strategic Thinking

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Learn Design Thinking Basics for Free: A Beginner's Course

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Looking to Learn Design thinking? Enroll in our Simplilearn's Introduction to design thinking for beginners that help you to learn the fundamentals of design thinking.

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Access Code: library

In ASCD, Design Thinking for School Leaders, pgs. 11-20 (Search box: 11-20, Book pages: 5-14)

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Explore this database of encyclopedias and reference sources within the Gale eBooks platform. For multidisciplinary research.

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Explore this database of encyclopedias and reference sources within the Gale eBooks platform. For multidisciplinary research. Don't know how to login? Depending on this location's preferences, the log-in process could include your library card number, a student or user ID, or another provided password.

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Yosso Framework: Capital (LAEP Presentation on Valuing Community Cultural Wealth)

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Yosso Framework: Capital (LAEP Presentation on Valuing Community Cultural Wealth)

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Many schools face challenges when implementing multi-tiered systems of support (MTSS), and the journey can often feel like a labyrinth without a clear destination. As an advocate for inclusive education, I frequently address the question of where to start with MTSS. The first step I emphasize is clarifying our vision for all students and identifying who currently lacks access to that vision. This initial step of identifying barriers is where the MTSS work begins.

Developing a Compelling and Collaborative Vision

It is important to acknowledge that while your district may have a vision, it might not be concrete or audacious enough to effectively guide teaching and learning. In our book, In Support of Students: A Leader's Guide to Equitable MTSS, Kristan Rodriguez and I argue that a district vision should create a blueprint for all strategic initiatives. Without a compelling vision that drives strategic change and provides educators with a tool to assess their impact, it becomes challenging to make a case for the necessity of MTSS. Take a moment to reflect on your vision and consider the following questions:

How does the vision manifest itself in practice? How do we self-assess our system against that vision?

How do all students access the vision?

How do we create an integrated system and sustain conditions that lead to that vision for all learners?

If you struggle to answer these questions, it might be necessary to develop a new vision. However, it is important to note that this process requires collaboration. You cannot draft this vision alone.

I like to use the analogy of a basketball team to emphasize the importance of diverse roles within a core MTSS team. Just as a basketball team requires players in different positions-point guards, shooting guards, centers, and coaches-a well-balanced MTSS team is critical for success. The Minnesota Department of Education provides a helpful road map (available at files.eric.ed.gov/fulltext/ED618754.pdf) for districts in forming their core MTSS team, recommending the inclusion of stakeholders responsible for various areas such as behavioral health, special education, technology, curriculum and instruction, equity and inclusion, business and finance, and research and evaluation. Representation from both educational leaders and educators on this core team is essential to drafting your vision.

Once the core team is established, invest time in building relationships and fostering a sense of community within the team. Incorporating restorative circles at the beginning of each meeting can help strengthen connections. One effective prompt for a restorative circle is, "How would your closest friends describe you and why?" This activity offers an opportunity to see each team member through the eyes of friends, fostering perspective and empathy. It can also lead to some amazing and hilarious moments that further enhance collaboration.

When it comes to drafting a vision, there are multiple protocols available. If you already have one that has proved effective, feel free to use it. In my experience working with teams, I often divide the larger group into smaller groups of two to three individuals. Each group collaborates to draft a vision for a school or district that caters to the needs of all learners. As the process unfolds, the teams gradually merge, aiming to create a unified vision that represents the collective efforts of all participants. Once a vision is initially drafted, it is crucial to continuously revise and refine it using the following critical questions:

Does the vision contribute to the development of a shared understanding of high-quality instruction that fosters deeper learning for all students?

Does the instructional vision effectively communicate high expectations and promote equitable outcomes for all learners?

Does the vision prioritize the student experience and establish conditions that encourage student engagement and agency in their learning?

By continuously revisiting and refining the vision based on these important considerations, the team can ensure that it remains responsive to the needs of all learners and supports the overall goals of MTSS implementation.

Bridging the Gap Between Vision and Reality

Once you have a vision, it's time to assess your school against that vision to develop strategic goals and action steps. For example, reflect on the following vision statement from our book:
All students thrive in school, graduate with the skills and knowledge necessary to succeed in the college and/or career of their choice and contribute to the vivid life in a global community. Each day in our schools, students achieve mastery of grade-level knowledge and skills, experiential learning that matters to them and reflects their identity, and connect content to the social context.
Imagine reflecting on a vision statement like the one above as you gather and analyze various data points, such as academic achievement, inclusion rates, and access to advanced coursework. This data can help identify specific areas that require improvement. Additionally, collecting perception data from students and families will provide valuable insights into their experiences and perspectives within the existing educational system. By identifying any gaps and disparities between the current reality and the vision, you can begin formulating the necessary next steps. This process highlights the significance of creating a shared vision as it becomes the driving force behind the work ahead.

Creating a Culture of Understanding and Collaboration

To establish an effective MTSS, we must grasp its true essence. MTSS is not merely a pyramid with three tiers of instruction. Rather, it is a framework for how we build inclusive systems and schools where all students have equitable access to deeper learning experiences with their peers. It means creating an environment where every student is actively engaged in meaningful learning experiences and where those who need additional support can access it without sacrificing grade-level instruction.

To create a more inclusive and equitable system, effective communication and collaboration are crucial. As educational leaders, we have a responsibility to ensure that colleagues and families fully understand the rationale behind upcoming changes in MTSS implementation. Embracing change can be challenging for some stakeholders, so addressing their concerns and providing necessary support are essential.

In secondary schools, unique challenges arise when implementing MTSS, such as increasing access to advanced coursework for all students. Resistance may arise from families and community members who believe that only a select few should have access to such courses. It is vital to address these concerns head-on and communicate the benefits of equitable access, emphasizing how it supports students' intellectual growth and college and career readiness.

Creating a master schedule in secondary schools is also incredibly complex due to the structured nature of their operations. This complexity makes it difficult to allocate dedicated time for interventions without disrupting the core curriculum or limiting students' access to other important educational opportunities. While interventions are crucial for supporting students' academic progress and meeting their individual needs, they must be carefully integrated into the schedule without disrupting the delivery of essential subjects. Schools must ensure that students have sufficient time for and access to required courses needed for graduation, such as mathematics, English, science, and social studies. At the same time, they must provide opportunities for students to engage in supplementary courses that enhance their educational experiences, such as arts, music, physical education, and other electives.

This delicate balancing act requires collaboration and creative problem-solving among school administrators, teachers, and support staff. It may involve finding alternative scheduling models, adjusting class lengths, exploring flexible learning formats, or implementing strategic resource allocation. The goal is to create a schedule that allows students to access all the courses they need to graduate while also providing opportunities for enrichment and personal growth.

Lastly, the pressure of high-stakes testing at the secondary level can overshadow the broader goals of MTSS implementation. Communicating how MTSS practices align with testing requirements and enhance overall learning experiences is vital. Demonstrating the positive impact of MTSS on student outcomes and emphasizing the value of a comprehensive support system can help address pushback and create a shared understanding of the benefits of integrating MTSS practices.

Implementing an equitable MTSS requires starting with a clear vision, engaging in collaborative efforts, and using data-driven needs assessments that align with our vision. These key elements lay the foundation for an equitable MTSS that supports the success of all learners. By embracing a more comprehensive approach, we can empower students to thrive academically, develop critical skills, and become active contributors to their communities while having the support of educators and families.

Katie Novak, EdD, is the founder of Novak Educational Consulting and a graduate instructor at the University of Pennsylvania. A former assistant superintendent of schools in Groton-Dunstable, MA, she is the author of several books, including In Support of Students: A Leader's Guide to Equitable MTSS, which she co-authored with Kristan Rodriguez.

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Many schools face challenges when implementing multi-tiered systems of support (MTSS), and the journey can often feel like a labyrinth without a clear destination. As an advocate for inclusive education, I frequently address the question of where to start with MTSS.

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Using Classroom Walkthroughs to Improve Instruction 

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Using Classroom Walkthroughs to Improve Instruction 

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Research Report

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3-minute Classroom Walkthrough in 5 steps- ASCD

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3-minute Classroom Walkthrough in 5 steps- ASCD

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There are several reasons principals should regularly conduct classroom walkthroughs.

First, they make it clear to teachers that teaching and learning are a priority for us.

Second, the more we know about the instructional decisions of our instructors, the more we know about the health of our schools.

Third, the more frequent the observations are, the more comfortable our teachers and students will be with the process.

Keep in mind that classroom walkthroughs do not need to belong, invasive or formal for them to be meaningful. If you simplify the observation process and stick to the five steps outlined in Countdown to the Principalship, your observation should really only take about three minutes.

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There are several reasons principals should regularly conduct classroom walkthroughs.

First, they make it clear to teachers that teaching and learning are a priority for us.

Second, the more we know about the instructional decisions of our instructors, the more we know about the health of our schools.

Third, the more frequent the observations are, the more comfortable our teachers and students will be with the process.

Keep in mind that classroom walkthroughs do not need to belong, invasive or formal for them to be meaningful. If you simplify the observation process and stick to the five steps outlined in Countdown to the Principalship, your observation should really only take about three minutes.

The 3-Minute Classroom Walkthrough in 5 Steps

Observe Student Engagement

It only takes a split second to observe whether or not students are engaged in their work. Are they listening, writing, interacting with the teacher or other students, or working alone?

Observe the Lesson and Learning Objectives

Assessing what is being taught and determining whether or not the objective of the lesson is aligned with curriculum and ethical standards is where you should spend most of the next couple of minutes.

Observe Teachers' Instructional Strategies

Now that you understand the curricular focus, you are ready to look at the teacher's instructional strategies. Is s/he using Socratic questioning or giving feedback? Are students working alone or in groups, are they taking notes, problem-solving, etc.?

Always complete the first three steps and do your best to withhold judgment; you are simply gathering data and looking for patterns in classroom instruction.

If time permits, conclude your walkthrough with the following two steps:

Does the Lesson Connect?

During this step, you should be looking to see if you can make any connections between this lesson and previous learning objectives. Ideally, every lesson should build upon the preceding lesson.

Observe Safety and Health Issues

Are there any noticeable safety or health issues that need to be addressed?

If you decide to make brief classroom walkthroughs a regular part of your routine, you'll want to inform your staff first. Here are five things you might mention to your teachers:

How often you will be stopping by their classrooms and how long you will be there.

What the visits are not: Explain that three-minute walkthroughs are not a part of the formal evaluation process, nor will they be used to judge or critique teachers.

What the visits are: Teaching and learning are the two most important things that happen in schools-walkthroughs are simply a way to honor their importance. Many of us have taught at schools where there were months, maybe even years, when the principal did not step foot into the classroom. What this suggests to many teachers is that what they do is not important to the principal. Explain to your teachers that this is not the message you wish to send.

That you have a lot to learn from teachers: One of the best ways to learn about learning in schools is for you to be in classrooms regularly. You may be in charge, but that doesn't mean you have all the answers.

What teachers should expect from the walkthrough: Explain to teachers that when you stop in, you will only be there for three minutes-unless the teacher indicates that s/he would like you to stay longer. During this time, explain that you will be observing three things: student engagement, content and the methods used to teach the content. That teachers are welcome to talk to you after the visit if they want specific feedback.

Ryan Thomas is a teacher from Ferndale, MI.

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The 3-Minute Classroom Walkthrough in 5 Steps - ASCD Inservice

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There are several reasons principals should regularly conduct classroom walkthroughs. First, they make it clear to teachers that teaching and learning are a priority for us. Second, the more we know about the instructional decisions of our instructors, the more we know about the health of our schools.

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This link takes the reader to a web search result related to the Cognitive Coaching model. SAUSD is now offering this as a professional learning pathway.

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cognitive coaching model - Google Search

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John Kotter, leadership and change management professor at Harvard Business School, introduced his ground-breaking 8-Step Change Model in his 1995 book, “Leading Change”. Built on the work of Kurt Lewin, the model sets out the 8 key steps of the changes process, arguing that neglecting any of the steps can be enough for the whole initiative to fail.

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John Kotter, leadership and change management professor at Harvard Business School, introduced his ground-breaking 8-Step Change Model in his 1995 book, " Leading Change ". Built on the work of Kurt Lewin, the model sets out the 8 key steps of the changes process, arguing that neglecting any of the steps can be enough for the whole initiative to fail.
Step One: Create Urgency
The idea of a change being necessary for the success of the organisation can be very powerful. If you can create an environment where individuals are aware of an existing problem and can see a possible solution it is likely support for the change will rise. Generating conversation about what is happening and what direction the organisation could go in will help to achieve this. One way to kick-start this is to create a forum where issues and potential solutions are raised and discussed. This step is all about preparation and Kotter estimates that roughly 75% of a company's management needs to be behind a change for it to be successful. This emphasises his point that it is important to prepare well before jumping into the change process. This step creates the 'need' for change, rather than just a 'want' for change. The difference is very important when it comes to the likely support and eventual success of the change.
Step Two: Form a Powerful Coalition
It will be very hard to lead the whole change process on your own, and therefore it is important to build a coalition to help you direct others. The coalition you build should be made up of a range of skills, a range of experience and people who come from different areas of the business, to maximise its effectiveness. The coalition can help you to spread messages throughout the organisation, delegate tasks and ensure there is support for the change organisation-wide. Team members that collaborate, complement each other and can drive each other to work harder will make your life easier and the change more likely to be successful.
Step Three: Create a Vision for Change
A change initiative is likely to be very complicated and can often be hard to understand, in particular for employees at the lower end of the hierarchy. For this reason, creating a vision that is easy to understand and encapsulates the overall aim is a useful way of generating support from the whole organisation. While this vision should be simple and understandable, it also needs to be inspirational to have maximum effect.
Step Four: Communicate the Vision
Creating the vision is not enough to generate support for it, it then needs to be communicated throughout the organisation. This is an excellent opportunity to utilise the coalition you have built up, as between them they are likely to have networks in every area of the business. It is important to continuously communicate this message as it is likely that competing messages are also being spread.
Step Five: Remove Obstacles
The first four steps are essential in building the strength of your change initiative, but it is also important to look for what is likely to reduce its chances for success. Whether its individuals, traditions, legislations or physical obstacles, it is likely there will be a few barriers blocking your change's path. Identify these as early as possible and rely on available resources to break them down, without disrupting any other areas of the business.
Step Six: Create Short-Term Wins
Change processes often take a while to reap any rewards and this can cause support to fall if individuals think their effort has been wasted. For this reason, it is important to demonstrate the advantages of the new process by creating some short-term wins. Shorter term targets are also useful tools for motivation and direction. Using these wins to justify investment and effort can help to re-motivate staff to continue backing the change.
Step Seven: Build on the Change
Many change processes fail as complacency creeps in towards the end and project are not finished properly. Therefore, Kotter argues it is important to sustain and cement the change for long after it has been accomplished. Keep setting goals and analysing what could be done better for continued improvement.
Step Eight: Anchor the Changes in Corporate Culture
Simply changing the habits and processes of employees is not always enough to instil a culture change across the organisation. The changes should become part of the core of your organisation to have a lasting effect. Keeping senior stakeholders on board, encouraging new employees to adopt the changes and celebrating individuals who adopt the change will all help to promote the change to the core of your organisation.

The main reason that Kotter outlines these steps is to emphasise that change is not a simple and quick process. Many steps of planning are required and even when the change has been implemented there is still a lot to do to ensure it is successful. Kotter argues that 70% of change initiatives fail, and attributes this to the fact that most organisations do not put in the necessary preparation or see the project through correctly. Following these steps ensure your change initiative is more likely to be a long-term success.

Kotter, John P. (1996). Leading Change. Boston, Mass.: Harvard Business School Press, 1996. Print.

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John Kotter, leadership and change management professor at Harvard Business School, introduced his ground-breaking 8-Step Change Model in his 1995 book, " Leading Change ". Built on the work of Kurt Lewin, the model sets out the 8 key steps of the changes process, arguing that neglecting any of the steps can be enough for the whole initiative to fail.

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WestEd Booklet: CPSEL Descriptions of Practice 

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WestEd Booklet: CPSEL Descriptions of Practice 

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Coach Resource- Empathy Interview Guide.pdf (1 per person, B&W)

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In education, knowing what works, for whom, and under what conditions requires deep understanding of individuals — their needs, concerns, and motivations — as well as the contexts they inhabit. The very first of Carnegie’s Six Core Principles of Improvement is to make the work problem-centered and user-focused. In a school setting, users can include students, teachers, administrators, family members, and other youth-serving individuals. A user-centered strategy is premised on the notion that those who face the problem day-to-day are the ones who best understand it and, therefore, hold the keys to its answer; accordingly, a user-centered approach holds promise in creating democratic and desirable solutions that work in context and endure over time.

Tracing its roots in engineering fields such as computer science and ergonomics, user-centered design has several aspects congruent with the science of improvement. For instance, user-centered design encourages explicit understanding of users, tasks, and environments. A turning point in designing the Carnegie Math Pathways initiative, for example, occurred during interviews with students in college developmental math courses who identified the issues that hindered their success in these courses: they took too long to complete, the content had no relevance to their lives, and the students felt that they did not belong in these math courses or even in college.

We are witnessing how rapid demographic and technological changes have placed and will continue to place pressures and demands on our K-12 and postsecondary systems. The work of educators grows increasingly complex as they adapt instructional strategies and develop new capacities to meet the needs of an increasingly diverse student population. A range of improvement science techniques including process maps and empathy interviews aid our ability to take stock of the landscape and understand how people, processes, and tools operate in service of young people’s learning and development.

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Carnegie Foundation for the Advancement of Teaching

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In education, knowing what works, for whom, and under what conditions requires deep understanding of individuals - their needs, concerns, and motivations - as well as the contexts they inhabit. The very first of Carnegie's Six Core Principles of Improvement is to make the work problem-centered and user-focused. In a school setting, users can include students, teachers, administrators, family members, and other youth-serving individuals. A user-centered strategy is premised on the notion that those who face the problem day-to-day are the ones who best understand it and, therefore, hold the keys to its answer; accordingly, a user-centered approach holds promise in creating democratic and desirable solutions that work in context and endure over time.

Tracing its roots in engineering fields such as computer science and ergonomics, user-centered design has several aspects congruent with the science of improvement. For instance, user-centered design encourages explicit understanding of users, tasks, and environments. A turning point in designing the Carnegie Math Pathways initiative, for example, occurred during interviews with students in college developmental math courses who identified the issues that hindered their success in these courses: they took too long to complete, the content had no relevance to their lives, and the students felt that they did not belong in these math courses or even in college.

We are witnessing how rapid demographic and technological changes have placed and will continue to place pressures and demands on our K-12 and postsecondary systems. The work of educators grows increasingly complex as they adapt instructional strategies and develop new capacities to meet the needs of an increasingly diverse student population. A range of improvement science techniques including process maps and empathy interviews aid our ability to take stock of the landscape and understand how people, processes, and tools operate in service of young people's learning and development.

A user-centered strategy is premised on the notion that those who face the problem day-to-day are the ones who best understand it.

Consideration of the whole user experience is another key premise of user-centered design. We know that the work of teachers is embedded within larger complex social structures. Classrooms are situated within schools that have their own identity, culture, and climate issues. Schools, in turn, are embedded within districts focused on reform initiatives to meet accountability demands. And districts operate within communities wrestling with unique challenges - from poverty to crime to unemployment. We know how many urban systems are characterized by high turnover of leadership and staff that can impede the ability of stakeholders to scale and sustain change efforts. Therefore, taking into account the forces within each of these domains and how they interact to influence the work that happens inside classrooms is critical for improvement to occur.

To maintain a focus on human, in addition to technical, needs, user-centered design promotes active user participation throughout - from the analysis of the problem to the planning, development, testing, evaluation, and refinement of potential solutions. Whether they be youth, teachers, or parents, direct involvement of different types of users in identifying high-leverage problems and solutions promotes socially- and culturally-conscious systems. Listening to stakeholders, understanding where they are ready to invest effort, and affording them decision-making opportunities, create the conditions that nurture equity and meaningful engagement. For example, studies on the use of data in schools suggest that the attainment of goals increases when practitioners at the classroom, school, and district levels collaborate, rather than relying on isolated individual actions to be the primary determinant of outcomes and practices.

Finally, from a user-centered perspective, system change can often be iterative and incremental in nature. As such, continuous iterations based on user feedback and other measures of effectiveness are a crucial part of the process. Plan-Do-Study-Act (PDSA) cycles provide the scaffold for the small-scale, iterative development of changes. PDSAs enable rapid assessments and provide users with the flexibility to adapt efforts, responding to the improvement knowledge gained. While seemingly a simple and straightforward model, PDSAs are multifaceted, comprised of interdependent steps shaped by local circumstances.

User-centered design has garnered a lot of attention in recent years. Its utilization has been seen across a range of industries and sectors, including education. User-centered design is distinct from other problem-solving paradigms in that the questions, insights, and activities rely upon the perspectives of the people for whom the solution, system, or service is intended. Developing, testing, implementing, and spreading a change cannot happen without the support of people; moreover, focusing only on the changes themselves and not on their effect on people will doom most improvement efforts. Undoubtedly, improvement is a team sport and Carnegie's networked improvement communities, which view educators as chief drivers of the change process, affirms the value of human work in helping all students learn across varied social, economic, political, and cultural circumstances.

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Improvement is a Team Sport | Carnegie Foundation for the Advancement of Teaching

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In education, knowing what works, for whom, and under what conditions requires deep understanding of individuals - their needs, concerns, and motivations - as well as the contexts they inhabit. The very first of Carnegie's Six Core Principles of Improvement is to make the work problem-centered and user-focused.

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Coach Resource- Empathy Interview Guide.pdf (1 per person, B&W)

# data[].attributes.body
In education, knowing what works, for whom, and under what conditions requires deep understanding of individuals — their needs, concerns, and motivations — as well as the contexts they inhabit. The very first of Carnegie’s Six Core Principles of Improvement is to make the work problem-centered and user-focused. In a school setting, users can include students, teachers, administrators, family members, and other youth-serving individuals. A user-centered strategy is premised on the notion that those who face the problem day-to-day are the ones who best understand it and, therefore, hold the keys to its answer; accordingly, a user-centered approach holds promise in creating democratic and desirable solutions that work in context and endure over time.

Tracing its roots in engineering fields such as computer science and ergonomics, user-centered design has several aspects congruent with the science of improvement. For instance, user-centered design encourages explicit understanding of users, tasks, and environments. A turning point in designing the Carnegie Math Pathways initiative, for example, occurred during interviews with students in college developmental math courses who identified the issues that hindered their success in these courses: they took too long to complete, the content had no relevance to their lives, and the students felt that they did not belong in these math courses or even in college.

We are witnessing how rapid demographic and technological changes have placed and will continue to place pressures and demands on our K-12 and postsecondary systems. The work of educators grows increasingly complex as they adapt instructional strategies and develop new capacities to meet the needs of an increasingly diverse student population. A range of improvement science techniques including process maps and empathy interviews aid our ability to take stock of the landscape and understand how people, processes, and tools operate in service of young people’s learning and development.

# data[].attributes.attachment_link.provider_name
Carnegie Foundation for the Advancement of Teaching

# data[].attributes.attachment_link.readable_text
In education, knowing what works, for whom, and under what conditions requires deep understanding of individuals - their needs, concerns, and motivations - as well as the contexts they inhabit. The very first of Carnegie's Six Core Principles of Improvement is to make the work problem-centered and user-focused. In a school setting, users can include students, teachers, administrators, family members, and other youth-serving individuals. A user-centered strategy is premised on the notion that those who face the problem day-to-day are the ones who best understand it and, therefore, hold the keys to its answer; accordingly, a user-centered approach holds promise in creating democratic and desirable solutions that work in context and endure over time.

Tracing its roots in engineering fields such as computer science and ergonomics, user-centered design has several aspects congruent with the science of improvement. For instance, user-centered design encourages explicit understanding of users, tasks, and environments. A turning point in designing the Carnegie Math Pathways initiative, for example, occurred during interviews with students in college developmental math courses who identified the issues that hindered their success in these courses: they took too long to complete, the content had no relevance to their lives, and the students felt that they did not belong in these math courses or even in college.

We are witnessing how rapid demographic and technological changes have placed and will continue to place pressures and demands on our K-12 and postsecondary systems. The work of educators grows increasingly complex as they adapt instructional strategies and develop new capacities to meet the needs of an increasingly diverse student population. A range of improvement science techniques including process maps and empathy interviews aid our ability to take stock of the landscape and understand how people, processes, and tools operate in service of young people's learning and development.

A user-centered strategy is premised on the notion that those who face the problem day-to-day are the ones who best understand it.

Consideration of the whole user experience is another key premise of user-centered design. We know that the work of teachers is embedded within larger complex social structures. Classrooms are situated within schools that have their own identity, culture, and climate issues. Schools, in turn, are embedded within districts focused on reform initiatives to meet accountability demands. And districts operate within communities wrestling with unique challenges - from poverty to crime to unemployment. We know how many urban systems are characterized by high turnover of leadership and staff that can impede the ability of stakeholders to scale and sustain change efforts. Therefore, taking into account the forces within each of these domains and how they interact to influence the work that happens inside classrooms is critical for improvement to occur.

To maintain a focus on human, in addition to technical, needs, user-centered design promotes active user participation throughout - from the analysis of the problem to the planning, development, testing, evaluation, and refinement of potential solutions. Whether they be youth, teachers, or parents, direct involvement of different types of users in identifying high-leverage problems and solutions promotes socially- and culturally-conscious systems. Listening to stakeholders, understanding where they are ready to invest effort, and affording them decision-making opportunities, create the conditions that nurture equity and meaningful engagement. For example, studies on the use of data in schools suggest that the attainment of goals increases when practitioners at the classroom, school, and district levels collaborate, rather than relying on isolated individual actions to be the primary determinant of outcomes and practices.

Finally, from a user-centered perspective, system change can often be iterative and incremental in nature. As such, continuous iterations based on user feedback and other measures of effectiveness are a crucial part of the process. Plan-Do-Study-Act (PDSA) cycles provide the scaffold for the small-scale, iterative development of changes. PDSAs enable rapid assessments and provide users with the flexibility to adapt efforts, responding to the improvement knowledge gained. While seemingly a simple and straightforward model, PDSAs are multifaceted, comprised of interdependent steps shaped by local circumstances.

User-centered design has garnered a lot of attention in recent years. Its utilization has been seen across a range of industries and sectors, including education. User-centered design is distinct from other problem-solving paradigms in that the questions, insights, and activities rely upon the perspectives of the people for whom the solution, system, or service is intended. Developing, testing, implementing, and spreading a change cannot happen without the support of people; moreover, focusing only on the changes themselves and not on their effect on people will doom most improvement efforts. Undoubtedly, improvement is a team sport and Carnegie's networked improvement communities, which view educators as chief drivers of the change process, affirms the value of human work in helping all students learn across varied social, economic, political, and cultural circumstances.

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Improvement is a Team Sport | Carnegie Foundation for the Advancement of Teaching

# data[].attributes.attachment_link.description
In education, knowing what works, for whom, and under what conditions requires deep understanding of individuals - their needs, concerns, and motivations - as well as the contexts they inhabit. The very first of Carnegie's Six Core Principles of Improvement is to make the work problem-centered and user-focused.

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Here is a link to the CPSEL descriptions.

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Evidence Ideas
ILT Development of Vision, Implementation of Vision
Agenda & sign-in sheets
Vision itself

Equitable Master Schedules
Principal's data summit presentation

LCAP meeting with parents
stakeholder surveys
parent meeting agenda
school site council agenda and minutes
GAP analysis

SPSA
KPI meetings
ILT meetings

Evidence of personal collaborative- research book study

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Evidence Ideas

PD Plan
Data Analysis/Data Chat
Stakeholder surveys (Recently received link to Panorama CHKS survey results)
Development of Department Plans
Intervention Plans
Lesson Study- Plans, Agenda, PD
Instructional Bulletin
Professional development presentation, materials, handouts, agenda

ILT Materials

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Evidence Ideas

Safety Training
Mandated Reporter
Work Orders, copies of requisitions
Textbook orders, safety plans
Master Schedules, Managing Student Cums, storage of confidential records
Problems of Practice
School Surveys
Celebrate student achievement- Honor roll, attendance
SARB
Needs Assessment
Staff meeting agenda for PD

3A- work orders, safety compliance check, Emergency safety plan, textbook orders

3B- Staff meeting agendas and evidence, sample of 4 year plan, master schedules, cums/student records, procedures of maintenance, Privacy, staff/collab. meetings, problems of practice, SPSA, KPIs

3C- School matrices of PBIS, CHKS Survey (Panorama), Internal school-based satisfaction survey, Major/Minor slips (ODS, Oops slips), Celebrating student achievement, Honor roll, Attendance, SARB, SWIS data

3D- budget/staff prep. and meeting
Needs assessment plan
Principal summits
SPSA
Evaluations
Staff Meeting agenda, PD

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Evidence Ideas
Parent meeting agendas, parent centers, ELAC, Needs Assessments, LCAP meeting, STEM night, AVID family night, Mental Health services, family food banks, Open House, Back to School Night, 8th grade orientation, Padres Saints/PTSO, School Choice Fair, Canvassing, University Partnerships, Principal for a Day, School Bell

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Evidence ideas

5A
Attend a current training/workshop/event for strengthening leadership

5C- Hold conference with staff member to communicate expectations for CSTP 6, professional behavior

5B- Make decisions regarding academic support based on multiple measures of data (eg. when assigning support FTE, review MAP/SBAC scores, to determine area of highest need.) Book study

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Evidence

6A
Conduct IEPs consistently within the legal parameters
Standards-aligned induction
Reports to state

6B-Work closely with family and community liaison and local agencies to help meet students' needs in areas of deficit.

PD for teachers with emphasis on culturally-responsive practices and other issues