Empowering Agency for Growth→

Tyler Rablin, writing for Edutopia:

“People learn best when they have the autonomy to pursue their interests and focus deeply on topics that are directly relevant to their needs and challenges.”

I’d argue that this principle applies to everyone in our educational community—teachers, administrators, and students. When individuals are empowered to explore their interests and address their specific needs, engagement and motivation soar, leading to deeper understanding and lasting growth. By fostering an environment that values autonomy and relevance, we can enhance learning outcomes and cultivate a culture of continuous improvement across our schools.

“The response is not: ‘You are bad, you need to leave.’ The response is: ‘What you did was wrong, so we need to fix that.’”

— Allison Payne (Villanova University), quoted in “What Is Restorative Justice, and How Can It Be Implemented in Schools?” by Brooke Schultz in Education Week, June 19, 2024

The Power of Space→

From NBS Commercial Interiors:

“This project aligned with the district’s strategic vision to enhance student-centered instructional practices and modernize learning environments.”

I feel privileged to have led this project, which began two years ago with tours of furniture showrooms and innovative schools, where we gathered valuable input from teachers and principals. Their perspectives were instrumental in shaping our approach to creating flexible, engaging learning environments.

In these updates, we've moved beyond the traditional concept of teachers transmitting information to passive students, to a more dynamic and interactive model. Our classrooms are now designed to facilitate various groupings and encourage active participation, nurturing the problem-solving and collaboration skills essential for future success.

This project is more than a physical transformation; it represents a deep commitment to enhancing the learning experience, allowing teachers to plan instruction that it more interactive, engaging, and effective for every student. This shift is a testament to our dedication to preparing students for a future that values adaptability, teamwork, and innovative thinking.

Critical Reflection and Learning from Others→

Dr. Pedro Noguera, in an article from 2019:

“We must be willing to ask ourselves: 'Is the way we have organized our schools helping our students?' If the data suggests not, then we must be willing to critically reflect on our practices and learn from educators who get better results by doing things differently. We are overdue for a paradigm shift, one that puts a drive for excellence through equity at the center of American education."

Essential Learning Outcomes at Bay City Central High School

Central High School is in the initial phase of its first year of redesigning its curriculum and instruction, focusing on teaching and assessing essential learning outcomes like agency, collaboration, communication, and knowledge and thinking. This video captures the early yet significant progress being made. It's evident in the way students, teachers, and leaders have wholeheartedly adopted these core values.

Visiting Central High School, the commitment to innovation is unmistakable. Everyone involved is deeply invested in effectively implementing these outcomes for the benefit of students. This dedication is visible in every classroom and interaction.

Creating Clarity on Equity in Schools→

Pedro & Joaquin Noguera, writing on equity leadership for ASCD:

"Based on our years of experience as researchers and thought partners with district and school leaders, we have found that leaders who have made the greatest progress in advancing equity, and who are best able to withstand political attacks, are those who are able to articulate a clear vision, devise concrete strategies, set measurable goals, and implement an action plan."

A vision for equity is more than a poster on the wall; it's a continuous conversation with the community. Leaders must regularly engage with the entire community to make sure the vision is not only clear but also actionable and aligned with collectively shared values. This isn't just a procedural step during strategic planning; it's the foundation for any meaningful effort to advance equity in our schools.

Aligning Classroom Practices with Community Aspirations for Deeper Learning

Yesterday, I shared the BCPS Graduate Profile video, describing what the Bay City community collectively wants for graduates. Today, I want to share its companion video describing our Deeper Learning initiative, where theory becomes part of our teaching practice.

By aligning instruction with the skills and values our community holds dear, we create a more cohesive and effective educational experience. This isn't just about ticking boxes on a standard assessment; it's about synchronizing our educational goals with real-world needs and expectations. When every stakeholder, from teachers and administrators to parents and community leaders, is on the same page, that's when we see transformative growth in our students.

Graduate Profile: How Community Engagement Can Shape the Future

This video encapsulates the collective vision we're building for Bay City Public Schools. It represents extensive community engagement—listening sessions, business summits, parent roundtables, you name it. I love how the video describes our graduate profile through voices in our community.

Leading this work has been so rewarding. It's the embodiment of what I've always believed: that when schools and communities align, magic happens. We're not just aiming for academic benchmarks; we're nurturing problem-solvers, communicators, and critical thinkers. This is about efficiency, yes, but it's also about effectiveness—about making sure our educational system is as agile and adaptable as the world our students will enter. When we listen to our community, we're not just being inclusive; we're unlocking the doors to innovation and long-term success.

Spinning Our Wheels→

Frederick M. Hess, writing for ASCD:

"There's a familiar "spinning wheels" aspect to school reform that can make it tough for any proposed change to actually stick. But this post-pandemic era, with its new landscape, could be a moment of punctuated equilibrium rather than another spin of the wheel.

Rising to that challenge requires leaders to find more promising ways to support students, confront learning loss, and effectively use billions in emergency federal aid."

Hess lists an approach to rethinking education that involves leading inquiry with questions, being precise and specific about the problems being solved, being deliberate about the process and open to new solutions, and rejecting change for change’s sake.

While I appreciate his optimism and agree with his points, I think we’re unfortunately about to see another ”spin of the wheel” in most communities. The intertia of the status quo is strong, and the traditional structures and processes in education have been in place for a long time. Those who have benefited from the way things are will naturally resist any changes that threaten their advantages, regardless of how beneficial those changes may be for the larger community.

Leaders who are pushing for change, particularly in light of the challenges posed by the COVID-19 pandemic, must be willing to put themselves out there and take a bold stance. This often means going against the status quo and facing resistance, even when the leaders, themselves, may be among those benefiting from the way things are.

To overcome these challenges, leaders must be proactive in forming coalitions that can help drive change. By working together with like-minded individuals and organizations, leaders can help insulate themselves against attacks and criticism, and build a strong foundation for change.

The Gender Gap in Academics→

I first wrote about the underperformance of boys back in 2015. Dual-enrolled students at my high school did well in general, but on average, girls' GPAs in college were 1.05 points higher than boys', even though they did the same on standardized tests going in. Fast forward to today, and the problem still exists:

“Many social scientists agree that contemporary American men are mired in malaise, even as they disagree about the causes. In academic performance, boys are well behind girls in elementary school, high school, and college, where the sex ratio is approaching two female undergraduates for every one male. (It was an even split at the start of the nineteen-eighties.)”

Addressing academic differences between boys and girls in our current culture is a complex and delicate task. We're navigating a social landscape where conversations around gender equality and toxic masculinity are ongoing, and any efforts to support boys specifically may be met with skepticism or resistance. Yet, it’s essential to address this challenge, understanding that the purpose of school is to lift everyone up and create equal opportunities for success.

Solutions should emphasize supporting all students and creating a safe space for candid conversations about their experiences. By placing a strong emphasis on learning and growth, and listening to each student’s individual needs, we can begin to understand the issue of boys performing worse than girls in school. Then, by encouraging open dialogue among educators, parents, and students, we can collaboratively work on strategies that are adapted to meet a variety of learning needs. By doing this, we are likely to help boys succeed and make learning more inclusive and equitable for everyone.

Strong systems are mandatory for keeping schools running through turnover→

Elizabeth Dampf, Director of Professional Learning at Round Lake Area Schools, writing for ASCD:

"The amount of time new teachers spend running around finding answers is wasteful, and they know it. Teachers who quit usually cite lack of support as their main reason, even in districts that have mentoring programs and PLC structures. Attrition among new teachers was high even before the pandemic: In 2019, the Economic Policy Institute found that more than half of teachers reported feeling unsupported, causing a quarter to consider quitting as a result. So, where's the disconnect? For my money, it's in the lack of organizational support—in other words, the lack of clear processes and easily accessible resources."

Clear procedures and policies are like caffeine for the entire school. They provide the energy and direction needed to keep things moving, even when the days get long.

Imagine working at a hospital where there are no clear rules about how to clean equipment or treat patients. Can you imagine the chaos and danger that would ensue? Yet, in education, we often expect new teachers to figure things out on their own, with little help or direction. It's unacceptable. We need to put clear systems and procedures for our teachers at the top of our list, just like hospitals put safety protocols at the top of their list for their patients. It's not just about making sure things run smoothly; it's also about making sure our students and staff are safe and do well.

Decoding the Master Schedule: Analyzing Course Offerings, Choice, and Length to Uncover Educational Values

A school's master schedule speaks volumes about its priorities. It reveals how the school decides to allocate the time of students and staff and what it values most in education.

For example, a school that prioritizes test scores and academic achievement may require more instructional time for core academic subjects and less time for electives. Students who require additional support to improve their academic performance may get double the time in ELA or math. In contrast, a school that values a more "well-rounded" education may prioritize a wide variety of elective options for students to choose from, even for students who struggle academically.

Another way is to look at the type or length of courses offered. In schools that prioritize deeper learning and the development of essential skills, you will likely find courses with integrated curricula. They may offer courses like "GeoDesign," "Biolit," "American Studies," or "Civic Reasoning," with two teachers and more time for students to collaborate. In more traditional schools, courses will typically be of uniform length with titles aligned with specific graduation requirements like "English 9," "US History," or "Biology."

The number of choices offered to students at different grade levels can also reflect a school's priorities. A school that offers a lot of choices early in high school may have limited off-campus opportunities for students later in high school because students don't have as much flexibility in their schedule. A school that values off-campus opportunities may require a more rigid freshman schedule.

Schools that prioritize building a positive school culture or social-emotional learning may provide time in the master schedule for an advisory period to help facilitate restorative circles, mindfulness exercises, or workshops in conflict resolution. Schools without such a period prioritize academic class time and need to push into different subject areas for lessons on culture and social-emotional learning.

Master scheduling is an underappreciated art form. I urge administrators to review their master schedule with a team to ensure that it aligns with the school's values and goals for students. Promoting open dialogue and critical thinking is crucial during this process. If there is a discrepancy between the team's assessment and the school's priorities, changes should be made. The master schedule is a powerful tool to support the school's mission and vision for students. Don't be afraid to make adjustments that align with your school's values. Your students and community will thank you.