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.

To Address Learning Gaps, Go Deeper→

Kristina Kyles-Smith, writing for ASCD:

In addressing post-pandemic learning gaps, I encourage educators to stay proactive in examining and challenging the existing structures, policies, and practices that perpetuate the overemphasis on remediation and limit opportunities for certain students.

I couldn't agree more. In fact, I'd go further to argue that deeper learning shouldn't just be an alternative to remediation; it should be the primary tier 1 instructional strategy for all students, irrespective of their academic standing.

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.

What are we willing to lose in order to change a child's life?→

Isabel Bozada-Jones, writing for EdSurge:

"If we are going to truly transform and improve education, all administrators, policymakers and leaders must let old practices die and imagine something better."

To create a climate and culture where “old practices” are replaced with “something better,” we must first provide school leaders with frameworks that openly acknowledge and tackle power dynamics within school systems that could hinder innovation.

Professional development, teacher mentor programs, student leadership initiatives, parent organizations, and community events all hold the potential for transformative change. However, these opportunities are rarely realized because school leaders often lack the necessary resources, training, or support to effectively confront power dynamics and promote innovation within their buildings.

Regarding Bozada-Jones' article, the question is: How can policymakers, business leaders, and district administrators collaborate to create frameworks and a community culture that empowers school leaders to envision innovative solutions instead of relying on outdated practices while acknowledging the existing power dynamics that cannot be overlooked?

Student Thinking vs. Student Engagement→

If I were developing a school leadership curriculum for new principals, this article in ASCD, by Jim Heal and Bryan Goodwin, would be required reading for the first day.

But there's another form of engagement that's all too common in many classrooms that cuts against these definitions: the illusion of engagement. Students may appear engaged—creating ornate dioramas, glitzy posters, exploding volcanos, or other "busy" projects, for example—but ultimately, they do very little actual learning or thinking about their learning.

Deep learning occurs when students are given the opportunity to answer authentic, challenging, and thought-provoking questions, and are invited to share their thought processes aloud. However, this kind of teaching is not easy. It requires content knowledge, skill, and flexibility to adapt to students' needs, as well as a significant amount of tenacity to resist students' attempts to do the minimum amount of work required for a passing grade.

Principals have a critical role to play in building a professional culture that promotes collaboration and problem-solving among teachers, while also keeping expectations for students and staff high. This is essential for creating an environment that supports teachers in their efforts to promote deep learning and meaningful engagement among their students.

Empowering Students to Own Their Education→

Alyson Klein, for Education Week, describes Synergy at Mineola High School:

So the Mineola team turned the district’s credit-recovery program, which had generally served kids in danger of not graduating, into a school that strives to give students far more say over when and how they learn, combined with career exploration, hands-on experiences, and mental health supports.

The Synergy program at Mineola High School is a school-within-a-school that allows students to have greater control over their learning experience. It is open to all students who want to learn in a different way. The unique aspect of the program is that it was originally designed to meet the needs of students who were at risk of not graduating, but it has also proven to be a great fit for any student who desires more autonomy and control over their education.

I’ve written about the benefits of districts investing in historically underserved schools and communities. Providing resources and attention to support students with the highest level of needs serves to create a more equitable education system while also creating a model for the rest of the district to learn from and copy.

Mineola is doing that at Synergy and students are responding. We all should do the same.

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.

Moving Beyond the Carnegie Unit→

In December, Sarah D. Sparks interviewed the President of the Carnegie Foundation, Tim Knowles for EdWeek. From Knowles:

"We learn through immersive experience, we learn from mentors, from experts in apprenticeships and internships, and from peers. As individuals, we learn at highly variable rates depending on the subject of study. So the idea that time and learning can be conflated at such a deep level as we see it in our current system really needs to be changed."

The Carnegie Unit is about as relevant to our teenagers as a flip phone. It's like trying to navigate a complex landscape with a road map. The world is always changing, and it's time for our schools to catch up.

"By making the Carnegie unit so instrumental to what we define as school, the classroom and the schoolhouse have become almost a singular place for learning."

The Carnegie Unit has become a barrier to progress, hindering many schools from meeting students' potential. We need to improve by providing new learning models promoting immersive experiences, real-world projects, and flexibility. We must overcome conventional classroom hurdles to embrace new initiatives such as project-based, place-based, and competency-based learning.

Yet, teachers cannot do it alone. They need leaders who can balance risk and safety while promoting innovation and collaboration. Together, we must test new ideas and provide students access to various learning experiences that prepare them for future challenges. It is time to move forward with imagination, courage, and a dedication to excellence.

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.

Turning High-Risk Schools into Professional Development Learning Labs

As educators, our ultimate goal is to support all students in reaching their full potential. For students attending high-poverty, Title I schools, achieving that goal can be challenging. These schools often lack resources and experience high levels of teacher and principal turnover, leading to greater difficulties for students. However, instead of viewing these schools as problems to solve, let’s turn them into opportunities for growth and development for everyone in the district.

By transforming high-risk schools into professional development learning labs, school districts can equip all teachers and leaders with the skills and resources they need to foster a supportive and empowering school culture, implement student-centered teaching practices, provide equitable interventions, and engage students at high levels. This approach sends a clear message that these schools are valued and that their students have the potential to achieve great things.

The benefits of this approach are far-reaching. Teachers and leaders from other schools who receive professional development at the learning lab can bring new ideas and best practices back to their own schools. Meanwhile, students in the learning lab schools receive the resources and attention they need to succeed and feel that their education is valued. The wider school district also benefits, as this approach challenges community biases and demonstrates that all students can thrive with the right support.

However, implementing this approach is not without its challenges. Parents and teachers in more affluent schools may push back, demanding resources and attention. But, as educators, it is our responsibility to take an equitable approach and prioritize the needs of the students who need it most. By investing in high-risk schools and using them as professional development learning labs, school districts can create a more equitable education system for all students.