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.

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.