Read This: Two Books that School Leaders Must Read to Better Support New Teachers

Read This: Two Books that School Leaders Must Read to Better Support New Teachers

by | Sep 15, 2022 | #readthisseries, #SH302, Communication, Core Values, Courage, Creativity, Culture, Daily Habits, Decision-Making, District Office Leadership, Education, Excellence, Feedback, Focus, Goal Setting, Innovation, Leadership, Learning to Lead, Long-Term Decision-Making, Meeting Management, Motivation & Retention, Networking, Organizational Growth, Organizational Leadership, Passion, Planning and Preparation, Positivity, Principal Leadership, Principals, Professional Dialogue, Relationships, Resilience, Service Leadership, Teacher Leadership, Teamwork

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If You’re Going to Lead then You Must Read

Learning and growing as a school leader through reflection, training, and experience is a professional choice. One powerful way to improve is through reading great books, which is why we feature two books on a particular topic each month. These are books that we have curated from 100s of titles to help school leaders to lead better and grow faster.

This month we are completely focused on the 5 ways that school leaders can support new teachers. These are five research-based strategies to support and retain your most vulnerable teaching population. This is critical because we are definitely facing a crisis in education. School districts are moving to four-day weeks simply due to lack of staff. In a recent Ed Week article by Madeline Will, she wrote the following,

“…the researchers estimate that there are more than 36,500 teacher vacancies in the nation. They also estimate that there are more than 163,500 positions filled by teachers who aren’t fully certified or are not certified in the subject area they’re teaching.”  Will, M. Ed Week (2022)

The data are staggering. If you want to dig into the government database and find out specifics in your state, click here. 

The Definitive 5 Ways to Support New Teachers

#1. Maintain high standards while providing support for growth

#2. Increase productivity by being present and using praise

#3. Balance risk and autonomy to unlock innovation 

#4. Communicate the expectations of the position 

#5. Provide meaningful mentorship

These are proven ways that demonstrate support, while maintaining a culture of excellence and high standards. To support these efforts, we feature two great books to help you as a leader. 

Joe’s Pick: The Power of Unstoppable Momentum: Key Drivers to Revolutionize Your District

Featured Authors: Michael Fullan & Mark A. Edwards

 

The Power of Unstoppable Momentum is an incredible book with very specific examples about how to achieve dramatic results in your school. 

There are a few features that really stand out for Joe in this book:

  • Technology is not the answer. Time and time again research shows that technology is a tool that highly effective teachers master. The tool itself is not the answer.
  • Fullan and Edwards provide very specific ways for schools to excel, specifically through coherence, which is the “…the degree to which people at the school and district levels have a common sense of the district’s core priorities and how to achieve them” (Fullan & Edwards, 2017).
  • Lastly, they provide clear models and examples on where incredible work is being done. We love when books have these features, which is why we offer examples of success in our books too. 

T.J.’s Pick: Retention for A Change: Motivate Inspire, and Energize Your School Culture

Featured Authors: Joseph Jones, Salome Thomas-El, & T.J. Vari

We rarely promote our own work, but this book is written on the topic of teacher retention, and we dedicate two chapters to new teachers. This is the second book in a two-part series designed to attract and retain incredible teachers. Both books, Building a Winning Team and Retention for A Change are built on the effective reading strategy, BDA. 

T.J. dives right into explaining how school leaders must embrace their responsibility to build a culture that Motivates, Inspires, and Energizes the staff. 

He emphasizes that the book is filled with practical stories that any school leader can implement for great school success. 

Lastly, this book is filled with models to guide leaders. Whether it is the BDA, which can be applied in a number of strategic ways, or striving for Habitual Happiness Highpoints, the models guide school leaders. 

Technical Tip for Leaders Who Read

Each month, Joe and T.J. leave listeners with a tip. Both of these books should be read with your team. They are not to be read as simple words on a page. Both books are written in a way that allows the school leader, department leader, or team leader to reflect on their own team and practices. 

Enjoy both of these books to lead better and grow faster as school leaders. We always appreciate a like, a follow, a comment, or a share. 

Let us know what you’re reading by contacting us at contact@theschoolhouse302.com. And don’t miss our leadership newsletter every week by subscribing on the site. 

 

We can’t wait to hear from you. 

 

Joe & T.J.

 

Season 3, Episode 13 of FocusED with John Almarode #FocusED

Season 3, Episode 13 of FocusED with John Almarode #FocusED

by | May 4, 2022 | #FocusED, Action, Communication, Core Values, Culture, Daily Habits, Decision-Making, Education, Energy, Engagement, Excellence, Focus, Fulfillment, Goal Setting, Leadership, Learning to Lead, Listening, Mental Mapping, Motivation, Motivation & Retention, Organizational Leadership, Passion, Planning and Preparation, Positivity, Principal Leadership, Principals, Professional Dialogue, Relationships, Resilience, Results, Service Leadership, Teacher Leadership, Teamwork

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John Almarode Joins FocusED to Discuss How School Leaders and Classroom Teachers Can Focus on Clarity for Learning

This is Season 3, Episode 13 of FocusED, and it features our guest, John Almarode. It was originally recorded live for a studio audience in Delaware, provided as a professional development experience for Delaware teachers and leaders. Don’t miss what Dr. Almarode says about the importance of clarity for learning, evidence of learning, the science of teaching…and so much more. 

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John Almarode Brings Tons of Experience to FocusED Listeners

When John was 10-years-old, he walked down the hallways of Stuarts Draft Middle School to find his locker and classes on what he believed was a normal “back-to-school” night. However, the moment he walked through the door frame of Room 30, he met his sixth-grade science teacher, Ms. Cross. From that moment on, he knew he wanted to be a teacher – not just any teacher, but a teacher as influential as Ms. Cross. 

That moment in Room 30 where he met Ms. Cross still fuels his drive as a teacher. Yet, his single greatest accomplishment, if asked, is his family. If you have ever worked with John via Zoom, WebEx, Google Meets, or Teams, you have almost certainly met each member of his immediate family through their impromptu cameo appearances. 

John lives in Waynesboro, Virginia with his wife Danielle, a  fellow educator, their two children, Tessa and Jackson, and Labrador retrievers, Bella, Dukes, and Ollie. Oh, and Tessa and Jackson affectionately call Ms. Cross, Grandma Sally.

Outside of being a husband and father, John is an Associate Professor of Education in the College of Education at James Madison University and works with preservice teachers and graduate students across multiple teacher preparation programs.

John is a bestselling author (of 11 books) and has worked with schools, classrooms, and teachers all over the world on the translation and application of the science of learning to the classroom, school, and home environments, and what works best in teaching and learning.

Today, we discuss John’s book, Clarity for Learning and what that means for teachers and students as well as school leaders who are looking for instructional excellence in the classroom. 

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FocusED Show Notes with John Almarode 

Don’t miss what John says about clarity of learning for teachers but also students. 

What do we want our students to learn? 

How do we want them to learn? 

How will they know if we’ve learned? 

Relaying feedback to learners is important but it’s also important for learners to relay feedback to us. 

Having learning intentions and success criteria is one thing, but they can’t just be practices on the board. 

Teachers need to pay attention to the verbs in the standards: “compare and contrast” versus “explain” and other behaviors that we want students to communicate and display. 

Don’t miss the secret that John tells us about what separate teachers who have the highest degrees of learning and growth. 

The science learning has been around since 1885. Once you learn something, if you don’t practice retrieving it, you’ll forget it. Unfortunately, we don’t always use the science. 

Our work now: how do we support teachers with the science of learning to apply it in the context of the classroom so that we can learn more about the science of teaching. 

John talked about his other book, How Learning Works, as a place to go to support teachers now in terms of where we might start with the science of learning. 

It is very difficult to learn in an environment where you don’t feel like you belong. ~ John Almarode 

Listen to John describe what happens in a threatening environment; students will simply not care about what the teacher planned for them to learn. 

John ends the episode with a message about focusing on what really matters most versus what we don’t have any control over. 

John Almarode Quotes 

It is very difficult to learn in an environment where you don’t feel like you belong. ~ John Almarode 

Thanks for listening to FocusED, an educational leadership podcast brought to you by TheSchoolHouse302 @ theschoolhouse302.com where we publish free leadership content. Go to the site, subscribe, and you’ll get all of our content sent directly to your email. 

 

FocusED is your educational leadership podcast where our mission is to dissect a particular focus for teachers and school leaders so that you can learn to lead better and grow faster in your school or district with more knowledge, better understanding, and clear direction on what to do next.

This episode was brought to you by GhostBed, a family-owned business of sleep experts with 20+ years of experience. With 30K+ 5-star reviews, you can’t go wrong with GhostBed. Their mattresses are handcrafted, and they come with a 101-night-at-home-sleep trial. For a limited time, you can get 30% by using our code — SH302 — at checkout. And, even if you tell someone about GhostBed, you can earn a $100 referral reward. Go to Ghostbed.com today and use SH302 at checkout. 

School Leaders: 5 Ways to Show More Support To Create the School Culture that Teachers and Students Need

School Leaders: 5 Ways to Show More Support To Create the School Culture that Teachers and Students Need

by | Apr 6, 2022 | #SH302, Daily Habits, Decision-Making, Education, Engagement, Excellence, Failure, Feedback, Focus, Fulfillment, Goal Setting, Leadership, Learning to Lead, Listening, Long-Term Decision-Making, Motivation, Motivation & Retention, Organizational Leadership, Planning and Preparation, Positivity, Principal Leadership, Principals, Resilience, Results, Teacher Leadership, Teamwork

Charles leaned back in his chair after a long week, feeling the weight of his school community’s needs. All things considered, the school has handled the pandemic well. He looks over at this year’s motto hanging on the wall, Stronger Together, and is reminded of how much they have overcome. He also knows that his teachers and staff are tired. The uncertainty in the world and in their community creates an intensity that makes one hour feel like two. 

He also sees it among his students. Their reactions to situations, or should he say, overreaction indicates frustration. A minor situation escalates fast, and students are on edge. Resilience and grit are needed now more than ever. Although the pandemic seems to be in our rearview mirror, the toll it has taken on many is significant. And some students are wrestling with how to move forward, which is evident in how easily they want to give up on things. 

Despite all of this, Charles is confident in his school and the great people with whom he works. He also realizes that as the school year winds down, they must finish strong. The next three months have to be incredible. Understanding Kahneman’s peak-end rule, Charles knows that a strong end to this school year will help start next year even stronger. Although there’s no easy answer, he understands that he has to connect with those he serves, hear from them, and truly listen so that he can build a culture of support. If he wants to lead better and support his community, he has to know what they are thinking and feeling.

Listening for Greater Support

Getting individuals to open up and be candid, requires a level of trust within the school culture. The upheaval and loss that the pandemic brought with it is hard to fathom and impossible to quantify. Effective principal leadership is needed more than ever, and it starts with listening to the individuals we are actually working to serve. 

  • Teachers: Voices from the classroom
    • What are teachers experiencing in the classroom?
    • Probe to uncover insights about their experiences and their students’ needs.
  • Support Personnel: Voices from the staff
    • What are support staff experiencing?
    • Probed to uncover insights about their experiences and their students.
  • Students: Voices from the students
    • What are students experiencing within the school?
    • Probe to uncover insights about their experiences.

Figure: 1 Model for Voices to Hear

The intent to listen is to truly uncover the experiences that people are having. Great principal leaders use an inquiry-based approach to better understand what is occurring so that effective decisions can be made. There are a few ways to achieve this in schools. Although online surveys are efficient and effective, we suggest a couple different methods–from surveys to group discussions to one-on-one conversations. The purpose of each is to gather as much accurate and real data as possible to focus the work at the most granular level. This is what will drive support because school leaders will know what to prioritize based on the data. Without the information from surveys and conversations, we become susceptible to working hard but working on the wrong stuff. 

For example, Charles may decide to leverage group discussions with the support staff, school counselors, nurses, deans, etc. to gain a clear account from what they are experiencing and what they are also seeing in their students. This valuable information can provide insight that can support the social and emotional efforts in the school. Leveraging incredible resources like CASEL is vital, but only if it is aligned to needs within the school. We think of this process–identifying trends and key points of information–similar to what we find in the medical field. General practitioners are invaluable and treat the everyday needs of the community, but if our issues are no longer cured with that approach, we need a specialist–someone who is able to take an acute approach.

We’ve generated 5 key areas that need to be considered in every conversation. The goal is to transform the conversations into useful, actionable next steps for school leaders. 

Every Voice Heard in Every Conversation

One of the initial fundamental aspects of great conversations is informative and open dialogue. Above all else, school leaders need to welcome ideas and suggestions. That’s why it’s our first principle of the five. 

#1. Welcome ideas and suggestions from everyone

Unfortunately, this doesn’t come naturally to all school leaders. To complicate matters, creating dialogue among staff is a skill that many educators haven’t formally developed. This results in many group conversations defaulting to those who are willing to talk or those who somehow feel obligated to represent the group. This is why our conversations require norms. We’re not talking about the typical meeting norms but rather ones that are designed to create conversation, respect, and openness. 

Conversation Norms

  1. Don’t interrupt–Allow individuals to complete their thoughts.
  2. Focus on experiences–Using “I” is encouraged.
  3. Accept non-closure examples–Uncertainty is ok.
  4. Suspend judgment–Avoid value statements.
  5. Honor confidentially–Support and require privacy.

These norms are crucial because not only will they establish ground rules, they will also build a culture of rapport. This is crucial for idea sharing and hearing suggestions. It’s so easy to fall into the trap of putting up barriers and finding a reason to say, “yeah, but.” This is to be avoided so that the group can learn how to rumble. 

This brings us to our second key principle, which is being comfortable with discussing uncomfortable ideas and topics, even those that may be taboo. School leaders have to welcome the discomfort that comes from hearing something that isn’t ideal. 

#2. Feeling comfortable sharing difficult issues 

Difficult issues are just that, difficult. Difficult to discuss, explain, and understand. This is only compounded by our natural human hesitancy to deal with conflict. To start creating a level of comfort, we encourage teams to use the 2 Ts:

  • Trust and Truth

Trust and truth are imperative for open dialogue and getting to the core of situations. It’s easy to meet and easy to have conversations, but digging into the core of an issue is challenging. Communicating in a spirit of trust allows people to have confidence in one another, while the truth ensures that people are going to express how they feel and share their thoughts and ideas. Trust and truth come from our ability to be candid with one another. Candor is a skill; honesty is about our character. Everyone can learn to be more candid to support a level of comfort with difficult issues, but it takes practice. 

To build an environment that is supportive of the two Ts school leaders must provide time and space. 

#3. Providing time and space to listen

Have you ever compared the game of baseball to basketball? One is a game of space and the other time. The fast paced, high octane nature of basketball, brought on by the shot clock, could not be any different than a sport with no time frame, just rules that determine the beginning and end. Great meetings with open dialogue do both. The meeting length provides ample time to meet the agenda items while there is no pressure to get through all of them.  

The root of frustration in many meetings is due to the need to meet only to have enough time to go over cursory information or force decisions. Getting through the agenda doesn’t mean that any of the items get resolved. One antidote to this, as Joel Garfinkle writes, is to, “focus on what you’re hearing, not what you’re saying. People who shy away from conflict often spend a huge amount of time mentally rewording their thoughts.”

Schools that have a culture of support almost always report a sense of feeling like everyone is on the same team.

#4. Feeling like we’re on a team

The power of a great team is found in their centralized focus on a clear goal. That goal is supported by core values that guide and remind everyone of #2 and #3 from above. What we also love about teams is that they know how to celebrate. Could you imagine the culture and atmosphere of schools if the high five became as prevalent in schools as it did on the athletic field? What a difference that would make for feeling like we’re playing on a team. 

Without going into too much baseball history, it is believed that the first high five occurred between Dusty Baker and Glenn Burke of the L.A. Dodgers after Baker hit his 30th home run in the final game of the season. This was the first time in baseball history that 4 players ended the season with at least 30 home runs in a single season. We can learn a great deal from sports and the one thing that requires zero training, no degree, and no talent is celebrating others at work. Encourage conversation, thank people for their contribution, recognize when someone is out of their comfort zone, and praise as often as possible.

The fifth component is the linchpin, making sure that people have the resources they need to do their jobs well.

#5. Ensuring people have the resources to do their jobs well

This is the part of the conversation where school leaders simply need to be up front and ask people if they have what they need to do their jobs well. Asking is the easy part, listening and acting on the information presents the challenges. Do teachers have the following?  

  • Classroom resources to support the curriculum 
  • Technology to enhance instruction 
  • Instructional materials that promote student academic success
  • Assessments that are aligned to standards
  • Time in PLCs to discuss student achievement 

These areas represent fundamental needs for staff to thrive in their working environment. In her book, If You Don’t Feed the Teachers They Eat the Students!: Guide to Success for Administrators and Teachers, which is filled with stories and valuable insight, Dr. Neila Connors shares practical ways to support teachers and build an incredible school culture. 

Measuring the Feeling of Support in Schools

One way to know if people feel supported in general is to ask. Great leaders go beyond asking and they measure. We always talk about measuring what matters, but few leaders measure whether or not the culture is one that can be described as supportive.  

That’s why REPSS has an entire section dedicated to support, and all of the questions are about the five principles from above. The support section questions are below, and you can get the whole survey in our Building a Winning Team book. 


Reputable, Effective, Perception Survey for Schools

Support (REPSS)

  1. Our school culture welcomes ideas and suggestions.
  2. I feel comfortable going to my administration with issues.
  3. My supervisor respects my suggestions and ideas. 
  4. The principal provides ample opportunity for suggestions and ideas regarding school initiatives. 
  5. I feel like I’m on a team when I come to work. 
  6. I have been recognized recently for my contributions to the school. 
  7. My classroom is designed to do help me do my job well. 
  8. My classroom is equipped with technology to facilitate student learning.
  9. I have the necessary instructional materials to successfully meet the needs of all my students.
  10. I feel supported by the administration. 

 

As always, let us know what you think of this with a like, a follow, or a comment. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCloud. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen.

TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Joe & T.J. 

Season 3, Episode 10 of FocusED with Janelle McLaughlin #FocusED

Season 3, Episode 10 of FocusED with Janelle McLaughlin #FocusED

by | Apr 1, 2022 | #FocusED, Action, Communication, Core Values, Culture, Daily Habits, Decision-Making, Education, Energy, Engagement, Excellence, Focus, Fulfillment, Goal Setting, Leadership, Learning to Lead, Listening, Mental Mapping, Motivation, Motivation & Retention, Organizational Leadership, Passion, Planning and Preparation, Positivity, Principal Leadership, Principals, Professional Dialogue, Relationships, Resilience, Results, Service Leadership, Teacher Leadership, Teamwork

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Janelle McLaughlin Joins FocusED to Discuss Leadership at Every Level in Schools

This is Season 3, Episode 10 of FocusED, and it features our guest, Janelle McLaughlin. It was originally recorded live for a studio audience in Delaware, provided as a professional development experience for Delaware teachers and leaders. Don’t miss what Janelle has to say about the need for leadership at every level in schools…and so much more. 

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Janelle McLaughlin Brings Tons of Experience to FocusED Listeners

Janelle McLaughlin is an education consultant, presenter, coach, keynote speaker, and trainer.  Over the years she has been a classroom teacher and district administrator. Today, Janelle is also an entrepreneur, author, social media strategist, and tech geek (She can definitely geek out over Google Drive workflow solutions). 

These passions and experiences led her to begin her own company, Innovative Education Solutions. She is now a coach at Advanced Learning Partnerships. She gets to use her teaching talents by working with schools and other businesses to make their jobs easier and more efficient, while focusing on the people. Specialties include: Blended Learning, 1:1 implementation, technology integration, G Suite, Chromebooks, process management, and organizational leadership. 

Her new book is called Leadership at Every Level: Five Qualities of Effective Classroom, School, and District Leadership. 

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FocusED Show Notes with Janelle McLaughlin

Janelle started by addressing the problems with silos between levels of leaders, including the classroom teacher, the school administrators, and those at the district office. She wants these roles to be transparent so that everyone knows why the decisions are being made the way they do. 

Janelle lands on five key areas of leadership that make the biggest difference. 

Her book is set up to do a book study. Get your copy today. 

Janelle talks about fostering what you’re already good at but also maximizing the time we spend on our areas of need. She recommends ranking the five traits and then choosing which one feels right to tackle first. 

Growth always starts with reflection. ~ Janelle McLaughlin 

Reflection questions to start with: “what’s working well right now?” and “what is not working and why?” Use a voice note to yourself. Janelle talked about the fact that reflection doesn’t have to be complicated. 

3 things I learned recently 

2 questions I still have right now

1 action step that I’m going to take next 

Joe points out what Janelle says about an accountability buddy…listen to how Janelle responds. 

When asked about silos, mishaps, and themes in what leaders are missing, Janelle says that people want and need opportunities for growth. She’s finding that administrators are saying that teachers can’t handle more professional development right now but the teachers are craving it. There’s a miscommunication between the two groups. 

The Henrico Learner Profile 

Janelle mentions Todd Henry who wrote Herding Tigers and, of course, Brene Brown. 

Janelle wants to write a book about driving purposeful growth–owning your own professional learning plan. We can’t wait to get our copy. 

Thanks for listening to FocusED, an educational leadership podcast brought to you by TheSchoolHouse302 @ theschoolhouse302.com where we publish free leadership content. Go to the site, subscribe, and you’ll get all of our content sent directly to your email. 

 

FocusED is your educational leadership podcast where our mission is to dissect a particular focus for teachers and school leaders so that you can learn to lead better and grow faster in your school or district with more knowledge, better understanding, and clear direction on what to do next.

This episode was brought to you by GhostBed, a family-owned business of sleep experts with 20+ years of experience. With 30K+ 5-star reviews, you can’t go wrong with GhostBed. Their mattresses are handcrafted, and they come with a 101-night-at-home-sleep trial. For a limited time, you can get 30% by using our code — SH302 — at checkout. And, even if you tell someone about GhostBed, you can earn a $100 referral reward. Go to Ghostbed.com today and use SH302 at checkout. 

302 Thoughts: How School Leaders Can Simplify Accountability Through Clear Goals and Great Feedback

302 Thoughts: How School Leaders Can Simplify Accountability Through Clear Goals and Great Feedback

by | Mar 30, 2022 | #302thoughts, #review&reflect, Action, Communication, Core Values, Courage, Culture, Daily Habits, Decision-Making, District Office Leadership, Education, Excellence, Feedback, Focus, Goal Setting, Leadership, Learning to Lead, Long-Term Decision-Making, Meeting Management, Motivation, Motivation & Retention, Networking, Organizational Growth, Organizational Leadership, Passion, Planning and Preparation, Positivity, Principal Leadership, Principals, Professional Dialogue, Relationships, Resilience, Service Leadership, Teacher Leadership, Teamwork

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In this episode of 302 Thoughts, Joe and T.J. take a deep dive into how school and district leaders, at all levels, can rethink accountability in a post-pandemic world. The tough reality is that many of the mandated efforts force school leaders to take a direction that leaves other critical work in its wake. Ask any effective principal, assistant principal, or district leader and they can tell you what needs to happen in schools. It’s time that educators empower one another to redefine accountability and pursue goals that consider the whole child. 

Joe and T.J. break down key elements of a school so school leaders can review how effective each one is and assess each one systemically for greater student achievement. This is not a task for the weak-willed. This challenge is for those who rise each day, and before they even put a sock on, are thinking about how they can make a difference in their school. We need clear goals and a follow-up process for each key function within every school. It starts with you today.

Figure 1: Key functions of a school

Key Functions of a School

Assessment

Athletics/Extra Curricular

Building and Grounds/Facilities

Career and Technical Education

Community Service

Community Relations

Curriculum 

Federal/State Policies 

Finances

Instruction

Nutritional Services

Personnel

School Climate

Special Education

Student Support 

Technology

 

During this episode, Joe discussed how the education narrative around accountability should change and become less reliant on annual performance measures. Although annual state assessments can still serve a purpose, the above key functions should have a key measure of performance associated with each of them. Each one covers an aspect of schooling, and if they are all functioning at peak performance, then high levels of learning are far more attainable in the classroom. 

T.J. took the opportunity to discuss the importance of setting clear and measurable goals using pre-identified and reliable data. Stiggins and Chappuis contend that students can hit any clear, non-moving target. The same is true for adults. When school leaders, along with teacher leaders, create goals that everyone can get excited about, then everyone and every initiative should be moving toward attaining that measure. The power is in the momentum that is gained and the ability to check to see if things are working. 

Joe takes a moment to discuss how this lends the perfect opportunity for feedback. Feedback doesn’t have to be perceived as negative or bad. In fact, we continue to posit that cultures that are built on trust, thrive on feedback. In our One Thing Interview with Joy Kelly, she discusses how great leaders and teachers are able to provide feedback to one another. 

 

This last point goes perfectly with some exciting news that we have to share. TheSchoolHouse302 Candid and Compassionate Feedback Virtual MasterClass is up and running, ready for you to sign up today. This class is built on our first book that has resonated with so many school and district leaders. Be sure to sign up and become a master at providing feedback. 

Here is what Amy M. Grundy, Ed.D., Senior Leadership Specialist at the University of Delaware’s Academy for School Leadership (DASL) had to say:

 

This course is a must for any busy school leader or aspiring school leader! The format lends itself to the busy professional committed to their own professional growth. The structure is easy to follow and the content is on point! 

 

The authors/presenters provide models on which to lean to strengthen one’s own capacity and to support others in giving praise and candid feedback anchored in school priorities and goals. Each session begins with a launch, followed by a practical scenario, false assumptions, strategies, models and Leader Development Activities with practical applications and reflection prompts.

 

As a leader and a learner, this course will absolutely develop your capacity to provide candid and compassionate praise and feedback as a tool for the professional growth of those you lead.

Let us know if there’s a topic you want us to cover by leaving a comment below or by contacting us at contact@theschoolhouse302.com. And don’t miss our leadership newsletter every week by subscribing on the site. 

 

We can’t wait to hear from you. 

Joe & T.J.

This episode was brought to you by GhostBed, a family-owned business of sleep experts with 20+ years of experience. With 30K+ 5-star reviews, you can’t go wrong with GhostBed. Their mattresses are handcrafted, and they come with a 101-night-at-home-sleep trial. For a limited time, you can get 30% by using our code — SH302 — at checkout. And, even if you tell someone about GhostBed, you can earn a $100 referral reward. Go to Ghostbed.com today and use SH302 at checkout. 

Claim Your FREE Copy to Our Praise Practice- Practical Praise Giving Tips for Principals

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