You cannot effectively implement RTI without the PLC process. The three big ideas drive the work of a PLC: a focus on learning, a collaborative culture, and a results orientation. You cannot effectively implement RTI without the PLC process. The three big ideas drive the work of a PLC: a focus on learning, a collaborative culture, and a results orientation. 

According to the article “What Great Principals Really Do,” “A school’s success is largely determined by the effectiveness of its principal—decades of research have made this clear. Less settled is the question of what principals need to know and do to drive positive outcomes in their schools.” The research findings of a 2021 report help narrow down “what principals need to know and do” into four themes all implemented through the lens of equity: Instructionally Focused Interactions, Building a Productive School Climate, Facilitating Collaboration, and Strategic Management.

As a school leader, mitigating and managing conflict as well as difficult topics and situations may come with the territory, but knowing what to do in the moment is often no easy task. This is often the case when ensuring equity of diverse voices when developing a shared identity, vision, and purpose. Sometimes, you need to lean into the conflict more in order to bring about resolution. Other times, prompt de-escalation is needed to allow for reflection and discussion at a later time. Review these tips periodically, so you are better equipped to employ them when needed.

There’s a lot of talk about school community, climate, culture, and identity and how they’re all so important. But what exactly are they and how can you ensure your school actually develops a strong and positive community?

So, you want to get on-board with continuous improvement and lasting change in your school and education; you’ve worked through the root causes of core issues and needs; you’ve drafted the big plans and made them manageable; you’ve created your A-Teams; now what? This guide will help your teams for effectively and efficiently work towards achieving common goals and purpose.

Understanding that continuous improvement is necessary and identifying what needs to be improved are the first steps towards lasting school change, but then what? This customizable template is intended to help get you started on implementing an annual plan for continuous improvement that is broken up into 90-day “mini-goals,” so your long-term goal remains focused and sustainable for year one and beyond.

Understanding that continuous improvement is necessary and identifying what needs to be improved are the first steps towards lasting school change, but then what? This template is intended to help get you started on implementing a plan for continuous improvement that is focused, customizable, and sustainable.

Assessing school/district culture and the readiness of all stakeholders to embrace a culture of continuous improvement is an important first step toward lasting and systemic change. You can implement this survey periodically to gauge progress toward cultural shifts that support school/district-wide change.

The below activity will help you examine your leadership team makeup, decision-making practices and protocols, as well as communication strategies.

As leaders in education, it’s easy to lose sight of the bigger purpose of education when there’s the day-to-day to keep you busy (and let’s face it, totally bogged down). 

But even though the bigger picture and purpose may seem like a pipe dream, it can actually help guide you through all that day-to-day muck while creating the lasting positive change your students need and deserve.

This activity will help your team begin to understand, reflect on, and identify practices that will support the elevation and inclusion of all students because schools can work for every student.

This activity will help your team reflect and identify effective leadership practices that will support the elevation and inclusion of stakeholder voices.

We are committed to relentlessly challenging and supporting each other to transform the student experience. We do this with leaders by disrupting the status quo and creating space for critical conversations.

Educators may have a habit of looking at students through the lens of what is missing, or what isn’t fair in their lives (the deficit perspective). Examining student assets, particularly in underrepresented communities, allows teachers and staff to recognize, celebrate, and extenuate those strengths. These can be described as ‘Human Capital’ in the following categories: Asprirational, Familial, Linguistic, Navigational, Resistance, and Social.

Helping students recognize the difference between tattling and telling is a complicated dance that requires direct instruction, practice, and ongoing support in the classroom. While it’s fairly simple for students to understand the necessity for rules and the expectations that they convey, it can be quite another task for children to determine when rule breaking is something that must be reported. This activity will help guide students in this endeavor.

Take a moment in our days to explain and teach gratitude to students. This activity allows us to gain more insight into what brings them joy, and have a positive impact on their overall moods. These gratitude worksheets will help students answer a simple, but impactful question: “What are you happy about today?“

This lesson and positive self talk worksheet will help your students identify examples of positive self-talk. This is also a great activity to uncover and gain insights about how your students think.

Learning leadership skills from a young age can provide kids with an excellent head start in life. Even if they have personalities that are not automatically predisposed to leading other people, it can be extremely valuable to learn different leadership techniques to develop confidence and overall mental well being. The game “This is Me” is an instrumental technique in ensuring kids become comfortable in who they are, and what they wish to represent.

Fun critical thinking activities to be used for student self monitoring exercises in conjunction with your curriculum. Included activities: Interactive Journal, Journal Data Goals

Create intentionally unequal reading Instruction to improve grade level proficiency for every student by implementing differentiated reading instruction.

Observe classrooms to find examples of Think, Know, Act and Go and use your observations to reflect on challenges and opportunities to student readiness for 21st century readiness skills.

Equitable grading is one of the most inclusive practices a school can have in place. This Big Play requires time and intentional planning in order to ensure that it is tied to your shared student outcomes. However, once equitable grading practices are part of every classroom, it makes space for incorporating student ownership of learning and reflection.

The below activity provides a space for students to share their stories without interruption and preconceived notions of what teachers are “looking for.” There are no right or wrong answers.