Spinning Our Wheels→

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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.

Strong systems are mandatory for keeping schools running through turnover→

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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.

Building Strong School Culture with Crew at Handy Middle School

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This video features the impact of Crew, as shared by the students and teachers at Handy Middle School. They discuss the improvements they have seen, including increased confidence, better communication, stronger bonds, and a more connected community.

Crew is a unique combination of advisory class and ethos that aims to create a supportive and grounding environment for students as they start each day. During the first 30 minutes of every day, teachers focus on lessons that emphasize social-emotional skills and character-building activities. During these lessons, students reflect on essential skills such as communication, collaboration, and leadership, while also building relationships with their classmates and teachers. The lessons learned in Crew are then practiced throughout the day.

The impact of Crew extends beyond the students to the staff as well. Staff crew meetings provide a space for team building and decompression, allowing staff members to connect, support each other, and refocus on their work.

Creating and maintaining a positive school culture is a challenging but essential task for any principal. That's why I was thrilled to partner with EL Education on the pilot of their middle school Crew curriculum at Handy Middle School. Our goal was to provide the school redesign team with a framework and necessary support to achieve this objective.

This video celebrates the transformative impact of empowerment and the importance of fostering a strong school culture. The use of student and teacher voices to share their experiences highlights the positive impact of Crew and the success it has had in the school community.