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The Public School Insights Blog

Mark White is the incoming President of the National Association of Elementary School Principals (NAESP). He began his career as a principal 25 years ago, after serving as a classroom teacher for six years, and he is eminently qualified to share best practices and recommendations as a long-serving building leader. Mr. White has been the principal of Hintgen Elementary School in La Crosse, Wisconsin, since 1990. He has served as President of the Association of Wisconsin School Administrators and held a variety of positions with NAESP, including State Representative and Federal Relations Coordinator. He is in his third year on the NAESP Board of Directors, representing Iowa, Michigan, and Wisconsin.

Principal White was kind enough to share key insights and advice on a diverse array of topics, including supporting new teachers, creating a safe school climate, the need for elementary principals to have background in early childhood development, and implementation of the Common Core State Standards. In his comments, he exemplifies a respect for teachers, appreciation for the critical role parental support plays in a child’s education, and the need to communicate with the local community. LFA is deeply appreciative for Principal White’s contribution to our interview series.

Public School Insights (PSI): You’ve been a principal for 25 years. How have principal needs changed in the past decade or so? And what advice would you give to newer principals who are starting out?

White: The role of the principal has shifted dramatically in the past decade.  The need for a refined set of leadership skills by principals has never been more important.  The expectations by the community, parents, and staff point directly to the principal’s office.  With those high expectations comes great responsibility and resulting possibility.  The education community has never been more open to innovation and creativity on the part of principals.  Along with the openness comes increased expectations and accountability ...

By Terry Pickeral, Project UNIFY Senior Consultant

Through my work with Special Olympics Project UNIFY, I recently had the privilege of visiting elementary, middle and high schools throughout the nation. I was able to see how they integrate social inclusion and the impact they make on all students. The corresponding Social Inclusion Lessons From the Field report can be found by clicking here.

One of the unique characteristics of Special Olympics Project UNIFY is a focus on creating socially inclusive schools by ensuring all students are encouraged and supported to be “agents of change” where all students are capable of being leaders. All students deserve the opportunity to experience an engaging school and community environment that recognizes their gifts and shares them with others. ...

The Learning First Alliance (LFA) is leading a focused campaign advocating for time, support and resources for successful implementation of Common Core State Standards (CCSS). It includes interviews with education leaders from across the country who are sharing how their states and communities are working to Get It Right, the title we’ve given our campaign. Several meetings I attended recently outlined strategies for “getting it right” that showcased research and practice in key areas necessary to “get it right”:  accountability measures, state education agencies’ capabilities and classroom teacher practice.

Last week, the Stanford Center for Opportunity Policy in Education (SCOPE) hosted a daylong meeting on Rethinking Accountability: Putting Students and Learning First that looked at accountability from a variety of angles, including accountability for meaningful learning, professional capacity and resources. All three types of accountability point to the requirement for system change that’s built on an evidence-based design and factors in responsibility at a variety of levels – state, district, school, classroom and community. While success happens locally, that success and the responsibility for that success is dependent on adequate resources, a culture of support and a realization that professional capacity is built over time ...

By Joellen Killion, Senior Advisor, Learning Forward

Research supports the value of educator collaboration. A recent report from the Rennie Center confirms that when teachers collaborate, students benefit. Too often, however, professional learning within communities of peers is merely a label.

Professional learning communities (PLCs) are hijacked in multiple ways, usually under the pretense of facilitating or supporting the collaboration. Administrators who dictate the content of collaboration are some of the biggest offenders. Teachers who fail to engage responsibly as professionals with colleagues in collaboration are also offenders. When educators at any level arrive late, break commitments, seek to maintain the status quo, or remain within their comfort zone, they are subverting the core principles of professional learning communities.

Within authentic professional learning communities, members determine their content and process for their continuous improvement. While they may benefit from skillful facilitators who offer processes and protocols, the community commits to learning as a means to improve practice and results. A key distinction exists between a community of professionals who engage in learning for continuous improvement and a gathering of professionals who conduct routine work together ...

By Otha Thornton, President, National PTA

On June 12, I had the honor of bringing the voice of families and child advocates to Capitol Hill and testifying before the Senate Committee on Agriculture, Nutrition and Forestry at a hearing titled, A National Priority: The Importance of Child Nutrition Programs to Our Nation’s Health, Economy and National Security.

Congress passed the Healthy, Hunger-Free Kids Act in 2010, which directed the U.S. Department of Agriculture to improve the nation’s child nutrition programs. The Act requires that schools make updates to serve healthier food to students during the school day, including in a la carte lines, vending machines and school stores. In exchange, Congress increased the reimbursement rate schools receive for each meal served. The Senate Committee on Agriculture, Nutrition and Forestry currently is considering the reauthorization of child nutrition programs, which is due in 2015.

Strengthening programs that promote healthy school environments and ensuring that all children have access to critical nutritious food options has been a longtime priority for National PTA. It is essential that improvements continue to be made as high quality national nutrition programs are critical to the future of our children ...

By Stacey Lange, for the Partnership for 21st Century Skills (P21)

The other day, I walked into one of our primary multi-aged classroom communities. I noticed many wonderful things. It was clear the students were engaged in what they were doing.

These young students were working on an inquiry unit related to force and motion. Students were engaged in reading paperback books, articles and e-books individually and/or with partners. Other students were using their i-pads to view videos related to force and motion. Many of the students were recording notes on their i-pads or on paper while watching the videos or reading.  A few students were experimenting with different materials such as ramps, matchbox cars, marbles, etc. to experiment and learn about force and motion. ...

Dr. Michael Kirst, chairman of the California State Board of Education, focuses on the importance of implementation that has integrated all of California’s ongoing instructional efforts, as well as a renewed focus on postsecondary opportunities for children.

Download as MP3 ...

Eric Luedtke, a middle school social studies teacher and an elected member of the Maryland House of Delegates, discusses the role of educators in the Common Core implementation process and the need to focus on student learning.

Download as MP3 ...

By Dr. Helen Janc Malone, Director of Institutional Advancement, Institute for Educational Leadership (IEL)

The Institute for Educational Leadership is a non-profit organization whose mission is to equip leaders to work together across boundaries to build effective systems that prepare children and youth for postsecondary education, careers, and citizenship. The work of IEL focuses on three pillars required for young people and their communities to succeed:

  1. Involving the broader community with public education to support the learning and development of young people.
  2. Building more effective pathways into the workforce for all young people and supporting the transition to adulthood.
  3. Preparing generations of leaders with the know-how to drive collaborative efforts at all levels.

The year 2014 marks the 50th anniversary of Institute for Educational Leadership. Fifty years yields many lessons. IEL’s broad network of leaders—superintendents, principals, policy leaders, academics, public officials, private funders and community-based practitioners—shared what they have learned about effective leadership as a part of IEL’s 50th anniversary celebration. Ten powerful lessons emerged from our review of their advice. We are grateful for their contribution.

  1. Leaders are anchored in a commitment to equity and the pursuit of social justice. They mobilize partners and ...

By Jessica Medaille, Chief Membership Officer, International Society for Technology in Education (ISTE)

There’s a lot of talk right now about leadership across many professions. As leaders in education, we have long recognized that to effect change, we must look to and listen to our colleagues as well as to voices from other professions and communities. That way we can hear points of view that may differ from ours, expand our thinking and view issues from a new angle.

As we approach the ISTE annual conference, we’re excited about the unique range of opportunities participants will have to hear about new strategies, build leadership skills and to learn what works. Stories of triumph and perseverance are what make the ISTE community, and our annual conference, a unique experience.

In reflecting on the leaders we’ve invited to speak at this year’s conference, I’m inspired by their collective work. Leaders like Ashley Judd, who during a recent TEDx talk carried a powerful message about empowerment, lending her voice to those whose voices are not heard and telling stories to inspire others in the hopes of changing policies. Or Dale Dougherty, founder of Make magazine, creator of Maker Fair and coiner of the phrase Web 2.0, who brings the do-it-yourselfer mindset to everyday technology, celebrating the right to tweak, hack and bend any technology to your own will ...

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