The Definitive 5 Ways that School Leaders Can Support New Teachers

The Definitive 5 Ways that School Leaders Can Support New Teachers

The expert in anything was once a beginner. ~ Helen Hayes

We’re going to put it right out there, the education profession is in trouble. Fewer-and-fewer teachers are entering into the profession, with over a 30% drop in teacher prep program enrollment. Couple this with an unprecedented number of teachers who want to leave the profession, and we are well within a serious crisis. 

Teaching is an incredible and noble profession. The complexity of the job requires not only technical and content expertise, but also a profound love for kids. The degree of patience, understanding, and generosity needed to connect and motivate students is not common within other professions outside of education. Believing in the incredible and positive mark that we can have on a child seems to have somehow lost its allure. Regardless of the multitude of reasons why this is the case–ranging from pay to feeling unsupported–many potentially great teachers are not choosing this profession. We need to do something about it. 

Source: Madeline Will, EdWeek

However, there are still great people who are entering the field, choosing to be classroom teachers. For those teachers, we applaud you. With that said, applause and a well-stocked teachers’ lounge aren’t enough. School leaders have an important role in supporting new teachers to substantially increase their chances of remaining in the profession. New teachers leave within their first five years at a much greater rate than those who leave after year five. Much of this is within an administrator’s control, which is why we put together the following strategies for school leaders who want to hire and retain the best staff. 

Before, During, and After Hiring (BDA)

A well-known reading strategy that good readers inherently understand is called “before, during, and after,” (BDA) which refers to what good readers do before reading, during reading, and after reading a selected text. Simply described, good readers prepare themselves for the text of their choice by thinking about and connecting to prior knowledge; they ponder the text while reading by summarizing and pausing to improve comprehension; and then after reading, they reflect on the content of what they read. In doing so, they have stronger comprehension than readers who don’t use BDA successfully. 

The same is true for employee motivation, support, and retention. Once a new teacher is identified and hired, the “after” part becomes critical in how we support them. For many new teachers, the next few months and years are pivotal. 

Teachers with 1 to 5 years: The Vulnerable Valley

The first few years for a teacher are when they are most vulnerable. Doubt, fear, uncertainty–all emotions that work their way into a new teacher’s mind. Make no mistake, there is nothing like suddenly being in charge of a group of students who you have to educate. Words can’t describe the level of responsibility and inadequacy that many new teachers experience early in their careers. Despite this being normal and really okay for that matter, many new teachers struggle. Too many of them leave. The following five strategies create a meaningful support system for new teachers, and we hope that it helps with our ability to have them choose to stay instead

The Definitive Five Ways to Support New Teachers

#1. Maintain high standards while providing support for growth

A culture of growth has a balance of pressure and support. High expectations grounded in support and encouragement yield results. School leaders who are supportive but don’t set high expectations not only support mediocrity but fail to tap into the human desire to get better. 

Even worse is the leader who applies pressure through unsupported expectations. Without a structure of support–including resources and time–teachers experience burnout. The result of a high-pressure, highly supportive work environment is extreme growth. New teachers (and veterans) desire growth and progress and that feeling leads to greater rates of retention. 

Pro Tip: Set meaningful and realistic goals early. Granted, there may be state-required metrics as well, but don’t let them be the only metrics used to establish meaningful benchmarks that demonstrate growth.

Example: Create meaningful formative assessments so that teachers can see their student’s progress, which leads to a greater sense of self-efficacy as a teacher. 

#2. Increase productivity by being present and using praise

Relationships are everything. Leaders have to build connections with the people who they lead for increased motivation and retention. That means spending more time in their spaces and not in our offices or conference rooms. When you’re present as a leader, it’s easy to find quick moments to praise the work that people are doing. Use the One Minute Praise that Blanchard and Johnson teach. You can’t go wrong! This model of being present and giving genuine praise in the moment leads to productivity at a new level, and productive happy teachers are more apt to stay at their schools. To harness the power of praise, check out our four part praise model that we wrote in Retention for a Change.  

Pro Tip: Praise needs to specifically identify what is being recognized. TheSchoolHouse302 Praise Model is research-based and designed to reinforce desired behaviors. 

Example: “Jill, excellent job using the Muddiest Point check for understanding formative assessment. It’s a quick and easy way to identify an aspect of the lesson that students are struggling with or just need some additional clarification. Taking time and going back to see what needs more clarity is critical. Great work!”

#3. Balance risk and autonomy to unlock innovation 

Any sector of business depends and thrives on fresh, original thinking, taking chances, and exploring new ideas.” Teaching is no different. Leaders who support new ideas, encourage risk-taking, and praise out-of-the-box thinking drive innovation. Teaching is an art and a science that needs to be supported, encouraged and honored. An environment that supports creativity creates highly motivated and loyal individuals who are apt to try new strategies, create new lessons, and find unique ways to reach every student. New teachers want to know that they can challenge the status quo and pave a path for the future of education. 

Pro Tip: Encourage teachers to use specific strategies, skills, or technology that are learned during professional development experiences and invite yourself to see them fail in action. Walkthroughs don’t have to be a “gotcha.” In fact, they should be a tool to observe and coach, especially when teachers are learning a new skill. Support them when they fall and treat that as normal.  

Example: Instructional technology is fairly common in schools, but it is reported that 30% of software licenses that get used, only 2.4% are used intensively. That’s a lot of waste! Consider your RTI or MTSS initiative and the technology and diagnostic assessments used to support them. Are they being used? And, if so, to what extent? Maybe the expectation isn’t clear that they should be trying these new tools despite the fact that they might not work at first. 

#4. Communicate the expectations of the position 

Another aspect of teacher motivation, support, and retention comes through quality feedback. Whether this is through a formal evaluation system or walkthroughs, if you want your new teachers to grow, feedback is king. Your feedback should be aligned to the goals of the school and district, should be frequent, and should be easy to implement. The appraisal system must continue to communicate to the teacher about their role long after they are hired into it, and it should support their sense of belonging through a refocus on their purpose each time you meet one-on-one. We call for frequent walkthroughs, quality feedback, and more face-to-face meetings about performance. Let the teacher know you care about them by investing in them. Performance feedback is a lot less daunting when someone knows that you believe in them, which is especially true for new people.

Pro Tip: Feedback should be built around TheSchoolHouse302 Meaningful Feedback Model–A.F.A. This model is designed to ensure growth and forward progress. 

Example: “Joe, very nice job with today’s turn-and-talk. Not only was the strategy used effectively, it demonstrates your ability to use what we learned in our faculty meeting this month. Student voice matters and so does your ability to make adjustments based on professional learning in our school. Fantastic!”

#5. Provide meaningful mentorship

In Leading an Inspired Life, Jim Rohn writes, “Don’t take the casual approach to life.” Casualness leads to casualties. Seek out the mentors who you need and will lead you to greatness in your field.” Although Rohn is not writing to the leader, we like to look at it through that lens. Administrators who take supporting, coaching, and growing novice teachers casually, will only end up with casualties. Provide mentors who are skilled at planning, at managing time, at navigating difficult situations, and who are inspirational. Also, don’t consider years of experience to be a determining factor for a great mentor; sometimes, the best mentors are the ones who were just mentees a year or two ago. 

Pro Tip: Mentors should have training, be paid, have clear guidelines, and a well-developed checklist to use on a monthly basis. Below is just a quick sample of a checklist that can be used on Day One. Notice all of the items are basic. However, don’t let that fool you. It is the simple things that we don’t want to gloss over that can cause the greatest frustrations. 

Example:

TheSchoolHouse302 Mentor/Mentee Checklist

Day One

Logistics: 

  • Has been given a key fob to access the building. 
  • Has toured the building and knows where key offices are.
  • Has received the phone list and knows how to contact key individuals.
  • Has received their employee ID card. 
  • Has received a parking pass and knows where to park.

Technology:

  • Has received their email account.
  • Has logged in and accessed the learning management site (LMS).
  • Has successfully navigated their courses and student roster in the LMS.
  • Has tested out the instructional technology in their classroom.

Conclusion 

When school leaders use these five strategies with new people, they’re far more likely to stay in their schools and in the profession. All educators have to play a role in keeping our best and brightest new people in the spirits needed to make it past year five. Principals and assistant principals have a serious responsibility in this work, and we want to help you to make the difference that you set out to make when you became an educational leader. 

As always, we want to hear from you. Please hit us with a like, a follow, a comment, or a share. It helps us and it helps other readers, like you, to find our work so that more school leaders can lead better and grow faster. 

We can’t wait to hear from you. 

Joe & T.J.

Frederick White: The Labyrinth of Leadership #OneThingSeries

Frederick White: The Labyrinth of Leadership #OneThingSeries

Success is not established by winning all the time. ~ Frederick White 

About Frederick White

Dr. Frederick White is the COO of Digital PD 4 You, LLC and the author of

the book, The Skin You Are In: Colorism in the Black Community, the First (2020) and Second (2021) Edition. Frederick has served as a leader in the educational field for twenty-four years.

Dr. White has also spent the past fourteen years serving as an AVID staff development instructor. Dr. White obtained a Doctorate in Educational Leadership from Trevecca University and currently serves as a principal of a middle school in Memphis-Shelby County Schools in Tennessee.

His newest book is The Labyrinth of Leadership: Navigating Your Way Through the Maze, which we talk about on the show along with so much more leadership insight for school leaders who are looking to lead better and grow faster. 

Follow Frederick on Twitter @fdwhite02 to get his bi-weekly Labyrinth of Leadership tips for school leaders.

 

What You’ll Find in this Podcast Episode with Frederick White

The Labyrinth of Leadership, as Fredrick explains it, is a solicitation of ideas from leaders around the country–folks with “skin in the game.” 

Don’t miss what Dr. White says about his personal take-away from the Labyrinth project. 

Listen to the language he uses, so important and grossly undervalued. 

Frederick talks about self-reflection as a universal need for leaders. It’s all about finding the time. 

Dr. White tells us about the importance of defining the “end product.” This part is profound. 

He says that the greatest leaders are the ones who are willing to continue to grow, regardless of how much they have achieved. 

Joe asks Frederick to explain one of his recent tweets about celebrating small wins. Every school leader needs to hear this. 

Dr. White talks about the difference between goal setting and dream chasing. This alone is worth the listen. Be a dream chaser!

You want to hear the part about failure being the struggle that we often need to grow. Frederick’s butterfly story is awesome. 

Frederick mentions both Principal Kafele and Todd Whitaker as inspiration. 

Check out The Principal Project

Advice from Dr. White: pause and go for a walk. Just taking the time to walk and observe is powerful for peace, self-reflection, and a solid reminder of what we want and need. 

Frederick is striving for the most perfect environment he can provide. His reflection about this is great. 

To continue to grow, Frederick starts by never settling. He looks to be present with his teachers to learn from them. He mentions writing and researching as things that force him to continue to grow. 

Books We Recommend Based on this Podcast with Frederick White 

What Great Principals Do Differently by Todd Whitaker 

Is My School Better Because oI Lead It by Baruti Kafele 

Let us know if there’s a guest who you want us to have on the show by leaving a comment below or by contacting us at contact@theschoolhouse302.com. And don’t miss our leadership content updates every week by subscribing on the site. 

We can’t wait to hear from you. 

Joe & T.J.

302 Thoughts with Joe and T.J.: Two Mental Shifts Toward Better School Leadership

302 Thoughts with Joe and T.J.: Two Mental Shifts Toward Better School Leadership

In this episode of 302 Thoughts, Joe and T.J. dig into how school leaders must shift their minds to lead better and grow faster. 

Shifting our mindset is not easy. It requires a dogged pursuit to focus our mind in the most productive ways to function better as a leader. There are two major shifts that are worth making–embracing courage instead of being ruled by fear and maintaining a long-term mentality. Both of these are challenging but incredibly rewarding.

In this episode, listen to Joe describe the power of cognitive dissonance and the stockdale paradox that we learned from Jim Collins

Learning to push forward and donning a cape of courage, rather than fretting with fear, is the mental shift that will push an organization forward. 

T.J. reminds listeners that the key is to fear less, not be fearless. Dive further into this idea with Tim Ferris and Performance Psychologist Michael Gervais.

Lastly, Joe talks about how you can do this through the power of teamwork and developing collective efficacy.

Joe’s one key takeaway for school leaders is that shifting from fear to courage is a choice. Be aware of the situation and then move forward.

T.J. brings up a critical notion about data usage in schools. Having a data consciousness allows you to deal with reality when confronted with opinion. You’ll want to hear more about how to do this as a school leader. 

The truth is that if you’re leading, you are not alone. Learn to lean in and lean on others. This is where T.J. picks up the ball and pivots to the other critical mental shift–Long-Term thinking. 

Don’t miss T.J. discuss the critical importance of pre-planning. 

T.J. talks about how leaders are susceptible to falling into the trap of constantly putting out the urgent fires at the expense of what’s important. This is one of the key concepts from our latest book, 7 Mindshifts for School Leaders

T.J. also dives into time-blocking for an effective way to schedule each day. This is not a strategy that you want to overlook. Especially, if you are facing the difficult crossroads of important versus urgent work. 

Readers are reminded of the 5 bad boss behaviors to avoid. 

T.J.’s one key takeaway for school leaders: plan. Leading is a choice that can’t be left to chance. 

T.J. and Joe always provide the how with the what, enabling school leaders to lead better and grow faster. 

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 content updates every week by subscribing on the site. 

 

We can’t wait to hear from you. 

 

Joe & T.J.

Read This: Two Books that School Leaders Must Read to Be More Courageous and Future Forward

Read This: Two Books that School Leaders Must Read to Be More Courageous and Future Forward

Leaders are Readers

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 believe can help school leaders to lead better and grow faster.

This month we are completely focused on two mental shifts that school leaders must make for greater success. The first is shifting from a place of fear to operating in a space of courage. The second is shifting from short-term thinking to long-term thinking. As easy as it is to grasp both of these concepts as necessary, shifting the mind from fear to courage and from short-term reaction to long-term planning is incredibly difficult. That’s why we’ve chosen these two books that are designed to shepherd you through making the change necessary to lead better and grow faster.   

Joe’s Pick: How to Stop Worrying and Start Living

Featured Author: Dale Carnegie

First, let’s acknowledge that Dale Carnegie is a beast. His work, How to Win Friends and Influence People is legendary and a must read for anyone who is serious about leading effectively. However, How to Stop Worrying and Start Living is also a phenomenal book, filled with incredible advice that applies to school leadership. There are few things that really stand out for Joe in this book:

  • Carnegie fills the book with relatable stories from practical people. The stories are real and you’ll find yourself in the people he features. 
  • He offers advice that you can implement right away. Suggestions like “living in day-tight compartments” make a ton of sense. 
  • Carnegie also writes about the importance of mental attitudes and how to cultivate the right mindset–to make a mental decision to be happy and live a full life, as an example. He reminds readers of the eight most important words we can ever hear, “our life is what our thoughts make it.” ~ Marcus Aurelius

This book is a must read so you too can live and lead from a seat of courage with tools to help you as the worry and fear creep into your life.

T.J.’s Pick: The Power of One More: The Ultimate Guide to Happiness and Success

Featured Author: Ed Mylett

If you don’t know Ed Mylett, stop reading this post right now and Google his name: Ed Mylett. Ed is an impressive leader who has taken social media by storm over the last few years. He built his fortune in the financial services industry, as what he describes a team-made millionaire. That’s one reason we love his work. It’s not about Ed. Granted, his endeavors have worked out very well for him, but his service and dedication to people are very evident in his shows and books. Here are a few reasons why T.J. chose The Power of One More as his pick this month:  

  • Mylett humbly describes what “the power of one more” is really about and how he learned to be resilient. His description of his alcoholic, turned sober, father is compelling. Ed attributes much of his success to his father but not always through the good times.
  • The book is filled with sage advice, but one great takeaway is how Ed organizes his day and time. The advice is radical although it makes sense. Dividing up your day is very effective and can lead to astronomical productivity.
  • Mylett decrees why this work is important to him. His WHY will inspire you to ensure that yours is clear too. 

We hope you enjoy this new release as much as we did. 

Both of these books are more like manuals. They are not to be read as simple words on a page. They act as a call-to-action for leaders. If you want to change your life and lead for the better, then you must embrace the responsibility of doing what is written in these books and others that we recommend on our ReadThisSeries.

Technical Tip for Leaders Who Read

Each month, Joe and T.J. leave listeners with a tip. This month the books they chose span almost 77 years. Don’t abandon the old. Granted there are incredible discoveries every day that are changing our world, but there are men and women from the past that had incredible insight into human behavior and leadership, like Dale Carnegie. Don’t overlook those works and the genius that lies within their pages. Also, don’t discount new books that seem to cover the same content as many other authors. Mylett admits in his book that much of the content has been written in the past, but that his take is slightly different. We couldn’t agree more. It’s the perspective on the topic and new ideas that offer a different angle for leaders, an angle that just might be the one you need. 

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.

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.

2 Mental Shifts that Every School Leader Must Make for Greater Success

2 Mental Shifts that Every School Leader Must Make for Greater Success

Shifting our thinking in new and different ways requires a lot of personal reflection, self-understanding, and some technical know-how. It’s not easy, but it is possible. Thinking differently, outside of your normal realm, requires a paradigm shift. This shift is usually fueled by passion and fervor, and sustained through well-developed models that help frame our desire. We applaud leaders who have developed the skills to shift their thinking and agree with entrepreneurial giants like Ed Mylett who recognize that it’s actually a sign of strength.

Once we overcome some of the self-imposed worries like, “is changing my mind a sign of weakness?” or “will it look like I am indecisive?” or our favorite, “I don’t want to look like a waffler!” then we can start to make serious gains through our leadership. The following are two areas where leaders must shift their thinking for greater effectiveness and sustained change.

Shift From Fear to Courage

Fear is a natural emotion, and, left unchecked, it can put a stop to our ability to lead. The challenge that we find is that too many school leaders filter every decision through some sort of fear or deficit mindset. Instead of shifting their brains to operate from what is possible, they focus on the obstacles. They fail to harness the power and the responsibility to lead courageously and embrace what Jim Collins called the Stockdale Complex

On the one hand, they stoically accepted the brutal facts of reality. On the other hand, they maintained an unwavering faith in the endgame, and a commitment to prevail as a great company despite the brutal facts. We came to call this duality the Stockdale Paradox. (Collins, 2001)

While fear is natural, courage is not. Courage is actually a choice that leaders must make when they feel that fear is taking over. Fear often occurs when we’re feeling that things are too risky or when conflict aversion arises within us. It happens, for example, when we know that we have to have a feedback conversation that feels like it might not go well. Conflict aversion is mostly prevalent in people who enjoy harmonious relationship-driven work, which happens to be a huge aspect of what many school leaders believe is their job–to build strong personal relationships

The problem with this type of thinking and approach is that it puts the relationship first and makes the work come second, which can derail necessary and meaningful conversations. The relationship and the work have to go together, not one before or after the other. The way we build strong professional relationships at work is often different than in our personal lives. We build relationships at work by doing the work and succeeding together. It creates one of the most powerful social structures that humans can feel, which is called collective efficacy. 

Collective efficacy in schools has been demonstrated to be a game changer for student success. Any school leader who is looking to shift from fear to courage, can rely on the outcomes and relationships associated with a unified goal, collective effort toward that goal, and the relationships that are built when we reach the goal. Risk and conflict aversion begin to subside when we know that our leadership efforts are worthwhile and will make a difference. 

The second shift leaders must make is maintaining focus on the long game. Despite the allure of the short term, greater success is found when we create scenarios that yield results down the road. Great leaders never make long-term decisions with short-term emotions, but it’s hard. Thinking in the short term has long-term implications, which is why we must shift to longer-term planning so that our short-term reactions don’t cloud out what might happen in the future.

Shift From Short-Term Thinking to Long-Term Creating 

Let’s acknowledge up-front that playing the long game is difficult. Our own human nature is against us at times, convincing us to buy into a short-term win that isn’t going to be good later on. Why? Quick results are so much more attractive; they provide us and others the appearance that we are making progress. On a professional level, we often feel external pressures from boards, legislators, parents, and the community to deliver results. People want results right away to feel like things are improving. This can present a real challenge for school leaders who recognize the proven benefits of the long game but who also realize that some of the profound and difficult changes we make may not deliver results right away. 

When people say they want results, leaders often translate that as making a change. Rightly so. The truth is that when outside constituents demand a change, they’re often referring to the desire for comfort. But comfort doesn’t always provide the future that we want. This is why we constantly need to be communicating the reasons why the current initiatives are about long-term implications and not what it feels like at the moment. 

To make this mental shift for you and others, you have to fight short termism, an excessive focus on short-term results at the expense of long-term interests. For sustained and lasting change, this is critical for the success of any school. Effective school leaders embrace the idea of being a futurist, which is why we point to folks who can help with this type of thinking, like game designer Jane McGonigal.

Being a futurist means that we are creating and making the future. A futurist means being creative and imagining all the different possible futures and figuring out which future you want and making that a reality. ~ Jane McGonigal

Over the past couple months, we’ve been talking and writing about the “it’s possible” mindshift. Being a futurist embraces this challenge. As Susan Forchheimer writes, 

“…for futures thinking to be valuable it has to be grounded in present-day facts that with synthesis, sensemaking, creativity, and visualization are put into plausible, provocative stories about possible futures that resonate and inspire us to act differently today.”

For school leaders, this means that we must make time for ourselves and others to think about the future and communicate what it will be like so that current emotions don’t put a stop to changes that will put our school and our students in a better position for success. For futurist-type thinking as a team, we often do an activity that allows the mind to visualize possibilities rather than just talk about the goals and their outcomes. The following questions can be used as prompts: 

    • What does engagement in the classroom look and sound like? 
    • How do we want students to treat one another?
    • What does a lively and vibrant school culture look and sound like for teachers and students?
    • How do we create lessons that are rigorous and relevant?
    • What changes do we need to make to current practice for these things to be a reality? 
    • What supports do we need so that we don’t revert back to old practices when the going gets tough? 

The point is that this process sparks creativity and imagination, as well as a future that we can all agree, is possible. Too often we set goals but don’t necessarily realize what it will take to achieve them. Goal setting becomes an activity and not exploration. As Rosie Greer once said, “you have to sees it to seize it.” It’s also why leaders use models to help the team think differently. 

Using Models to Support Thinking Differently

One way to begin the process of embracing courage and fighting short-termism is using models. The truth about thinking differently is that we need models and structures to support our thinking and behavior or we will revert back to old thinking. Using the same type of thinking to solve our  problems will not work. Problems that haven’t been solved so far are not likely to get solved because we haven’t changed our model or approach to thinking about them. 

One model that we love is the S.W.O.T. analysis. A SWOT analysis can be used for an initiative, program, or a person. Just using this model–strengths, weaknesses, opportunities, and threats–brings forth new information that might not have surfaced without the SWOT model for thinking. Thinking and designing the future requires planning and effective models take our thinking from the idea and insight phase to the investigation and implementation phase.

Below is a sample model to use for Professional Learning Communities. We chose PLCs because when they are highly effective and done well, they have a greater impact on collective efficacy. And, we know that collective efficacy is very impactful for student success. We also know that without a model for thinking about them, PLCs can mostly be a waste of time. It’s unfortunate, but sometimes the most impactful strategies are useless unless we’re candid about what we need to make them successful. Models help with that. 

Conclusion 

We cannot leave our future to fate. By embracing courage and willingly taking the time to think and dream big, you are taking the necessary steps toward success. Add using an effective and proven model like S.W.O.T. (and other models for thinking differently about problems), your school’s success will be inevitable. Mindshifting is not easy, but it is fun. It starts the process of creating a whole new world of what’s possible. Our students, our schools, our communities, need educators to embrace these mindshifts. Together we can create an incredible future. 

Follow along with us at TheSchoolHouse302 over the next several months, and we’ll uncover new and different ways that you and your team can approach problems in your school. We’re going to recommend books, interview experts, and keep you informed about who is cracking the code of school leadership and why. 

And, we want to hear from you. Please hit us with a like, a follow, a comment, or a share. It helps us and it helps other readers, like you, to find our work so that more school leaders can lead better and grow faster. 

We can’t wait to hear from you. 

Joe & T.J.

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

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

Learn how you can give practical praise each day as you lead your school to develop a better and more positive culture through this complimentary eBook we use in our workshops to help principals all over the nation and subscribe for more resources like this one delivered to your inbox. 

Congratulations on claiming your copy - you may download it here: https://theschoolhouse302.com/wp-content/uploads/2020/12/Technical-Tip-Praise-Practice-A-Model-for-Specific-Praise.pdf