Educational NJPSA Where Members Matter Viewpointsnjpsa.org/documents/pdf/EdViewptsSpring2013.pdf ·...

Educational ViewpointsThe Journal of NJPSA

New Jersey Principals and Supervisors Associationwww.njpsa.org

Spring 2013

NJPSA... Where Members Matter

Learning Leaders Soaring into Tomorrow

Implementing the Common Core

Evaluating the New Evaluation Process

Leadership Matters

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Educational Viewpoints -1- Spring 2013

A Message from NJPSA Executive Director Patricia Wright

leaders engage in continued education reform and work hard to implement the mandates of

were kind enough to share your experiences here in the 2013 Issue of Educational Viewpoints,

Educational Viewpoints


Foundation for Educational Administrationwww.featraining.org


NJPSA StaffPatricia Wright, Stacy Barksdale-Jones,

Membership ServicesCharles N. Stein,Denise L. Hecht,Karen LaFata,

Lori Morgan,

Gerry Cefalu, John Emerson,

Government RelationsDebra Bradley, Esq.,Jennifer Keyes-Maloney, Esq.,Cindy Levanduski,

Field and Legal ServicesRobert Schwartz, Esq.,Wayne J. Oppito, Esq.,William Nossen, Esq.,Emily Soto-Friedman,

Retirement Services Robert Murphy,

CommunicationsDaniel Higgins,

Gina DeVito-Birnie,

Robert Burek, Technical SupportGrace Moylan, Technical Support

AccountingDee Discavage,Liz Dilks, Bookkeeper

FEA StaffPatricia Wright,

Anthony Scannella, Ed.D.,

Denise L. Hecht, MBA,

Jay Doolan, Ed.D.,

Mary M. Reece, Ed.D.,

Frank Palatucci,

Jeff Graber, Ed.D.,

Gerard A. Schaller, Ed.D.,

Joseph Poedubicky, Ed.D.,

Donna McInerney, Ed.D.,

Linda Walko,

Karin Marchione,

Ilze Abbott,

Wanda L. Grant,

LEGAL ONEDavid Nash, Esq.,

Rita Carter,Education

Carmen DePresco,Legal Education

Educational Viewpoints is published by

Educational Viewpoints

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Contents 4 The New Teacher

Opportunity to Embrace Professional Practices By Dr. Joanne Cardillo,

Executive Director of Principal Coaching and Evaluation, Paterson

8 Lessons Learned By Dr. Marisa M. King,

Supervisor of Social Studies, Business, and Practical Arts and Dr. Deirdre Spollen-LaRaia, Principal of Hawthorne Elementary School, Teaneck

12 Tackling the Common Core By Robert R. Zywicki,

Supervisor, Hunterdon Central Regional High School

14 College Readiness Standards in the Common Core By Gary Pankiewicz, K-12

Language Arts Literacy Supervisor, Fair Lawn

16 The Common Core “Network” By Dr. Hope Blecher,

20 Empowering Students Through the School Conference By Dr. Barbara Sargent,

Superintendent, Readington Schools

24 A Pyramid Approach to Interventions By Douglas Walker, Assistant

Principal, Chatham High School and Eileen Daggett, Director of Special Services, Jefferson Township School District

28 Increase Academic Achievement, Reduce Behavioral Issues, and Improve Attendance and Safety with School Counselors By Timothy Conway, Director of

School Counseling, Lakeland Regional High School, Wanaque

32 Closing the Racial

The Impact of the Guidance Counselor By Faye L. Lewis, Assistant

Principal,Columbia High School, Maplewood

36 Making a Coaching Change By Dr. Tom Marshall, Principal,

Stony Lane Elementary School, Paramus

38 Making Meaning of 21st Century Skills By Dr. James Pedersen,

High School

40 Answering the Tough Interview Questions By Jim Sanders, Student/

Teacher Supervisor, Rutgers Camden (retired principal)

42 Morale Malaise in

The Potential Effect of Employment Discrimination in New Jersey Public Schools By Dr. Larry Plummer,

Vice Principal, McManus Middle School, Linden

46 The Ideal Assistant Principalship By John P. Hahola, Assistant

Principal, North Hunterdon Regional High School

48 Rigor, Relevance, Relationships, and a Rubric By Deborah Iosso, Ed.S.,

Principal and Michael Portas, Supervisor, Randolph High School

52 Five Essentials for Building School Programs

Shared Leadership By Steve Raimo, Director of

Planning and Evaluation and Christopher Iasiello, Principal of Eisenhower Middle School, Wyckoff

56 Being a Lead Learner in The Digital Era By Brad Currie, Middle School

Dean of Students, Supervisor of Instruction, Chester


ning to support the changes in

code will create an understanding

lifelong learners who can no longer

of professional practice as required

successful transition to a tool that

Quality offers research and policy

quite different from what is currently

we require teachers to create class-

seriously examine our current

Sthat too many graduates are not fully prepared for a successful post-secondary

The New Teacher Evaluation

Embrace Professional Practices By Dr. Joanne Cardillo, Executive Director of Principal Coaching and

Evaluation, Paterson


for peer mentors to meet and model

of expertise necessary for optimum

Leadership will shift from school

standing the scope of new teaching

and content; we must learn from

way of thinking and planning how to include instructional leadership

teachers will struggle with the new

deny that commitment on the

changing role of the principal has created a position of leadership so complex that traditional methods of

learning outcomes as the practice

processes to support teachers who

Rethinking Teacher Supervision and Evaluation

As we require teachers to create classrooms that assure individualized and group supports, we must then seriously examine our current professional development offerings, commit to embedding time in daily schedules for common planning, visiting classrooms, vertical and horizontal articulation, and allow for peer mentors to meet and model lessons.


communities for staff to discuss current research and how it applies

steps leading to creating an atmo-

catalyst for including parents in

are doing in our efforts to reach a

for all stakeholders will lead to

practice and increase parent

of us — students who are educated

About the Author

References nstructional Rounds in Education: a Network Approach to Improving

Teaching and Learning.

Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning.

Educational Leadership,

Educational Leadership

Principal,

Leadership Maps.

Educational Leadership,

However, we cannot deny that commitment on the part of the evaluator/supervisor/administrator to provide quality feedback to teachers is necessary for all professional growth.


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Selection of a New Teacher Observation System

were presented to a district ad-hoc committee comprised

I

Lessons LearnedBy Dr. Marisa M. King, Supervisor of Social Studies, Business, and

Practical Arts and Dr. Deirdre Spollen-LaRaia, Principal of Hawthorne Elementary School, Teaneck


Training of Administrators and Teachers

district administrators to use for

on using the data collection tool for classroom walkthroughs and the introductory module for the

for completing 30 hours of online

administrators formed support groups to work on the training

this schedule was to ensure that

eliminating a potential scenario

To afford teachers time to acclimate to the framework and complete the

district teachers and administrators

Preparedness for the Framework for TeachingOur study found that after conducting

administrators were prepared to

responded that they were prepared to

This data suggests a difference in the perceptions of teachers and admini-

preparedness to implement a new


groups noted that additional time was needed to learn the tool prior

Understanding the DomainsTraining of teachers and admini-strators is essential in ensuring

and teachers understand the system well enough to demonstrate their

percent of administrator respon-

respondents who indicated an

of respondents indicating that they

depth understanding of instruction

The Power of Two

administrators to interact and discuss teaching practices and

A Paradigm Shift

teacher respondents agreeing that

respondents agreed that the use of the

strator respondents indicated that

indicated that the framework would

Impact of Technology Sixty percent of administrator

anticipate that the teachers will

Next Steps

addressed during the next year of

Professional Development –

to participate in 30 hours of

teachers and administrators in

is recommended that teachers

Figure 1

Figure 2

Teacher

Change has been met with some level of resistance with only 41% of teacher respondents agreeing that the new tool is an improvement over the previous evaluation tool.


Figure 3

The components associated

Technology –

can access the online professional

Lessons Learned

standings among teachers and

language when assessing teaching

Figure 4

administrators

Figure 5

learning

learning

About the Authors

ReferencesEnhancing Professional Practice: A Framework for Teaching,


Professional Learning Communities (PLCs)

that teachers wrestled with and

increased teacher autonomy and ownership of the newly written

support and make suggestions where

Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement.

Curriculum Mapping

a license to pilot their curriculum

Curriculum 21

New Resources

cultural Education throughout our

Common Assessments

Tackling the Common Core By Robert R. Zywicki, Supervisor, Hunterdon Central Regional High School

The CCSS have empowered the PLCs to move beyond traditional summative assessments that focus only on recall of content.


assessments that focus only on recall

to role play and apply for funding

importantly students must draw upon and make connections among the essential questions and enduring understandings from their three

Focus

To scaffold and support the common

opportunities to discuss what is

Embedded Formative Assessment

What the Future Holds

constitute the early stages in a cycle

meeting to examine assessment data to determine what is working

department that is fully committed

About the Author


through a reading and writing

work that points toward college

specialists and instructional coaches are presented with different ways to

intended learning outcomes and work in partnership with those in

and skill that feeds my facilitation and turn-key of professional

more of that to prepare for college-

the authentic instructional practice

The most important thing that I

analytical thinking and writing in

consistent practice with an assort-

an opportunity to create and classify

prompting students to create a

writers need to create an authentic

merely recap with a summary; they

T

College Readiness Standards in the Common Core By Gary Pankiewicz, K-12 Language Arts Literacy Supervisor, Fair Lawn


About the Author

dead-on target in its mission to

writing into sophisticated argument-

the writing of argumentation is

for students to read and explore

the informational text features so

informational text structures and

of more complex literary texts and the writing of more sophisticated

his poem to trek through 2013

Individuality is not always the key. When one is presented with two distinct choices, doesn’t it make sense to do some research before making an important decision?


acknowledge the existence of the

understand each other up to this

may also share a common experience

Network,

exemplar texts as a foundation for our

incorporation of reading instruction

comprehension and understanding

With the implementation of the

its reliance on guided reading and

schools utilizing interdisciplinary

content areas and its knowledge and skills into a planned learning

the fears of content teachers that they do not know how to apply reading skills into their day-to-

struggling readers with skill

useful and interesting themes

of exemplar texts and common

texts listed in the common core as a

The Common Core “Network”

Because educators cared enough to expose them to exemplar texts and because those educators became knowledgeable about the Core Standards documents, they enriched the lives of our nation’s students.


in classroom readings and on The

Odyssey is listed as an exemplar The

IliadThe Iliad

The Iliad as

students can explore the text

wrestling with complex syntax

always with a focus on the skills

students will read an excerpt from The Odyssey and apply their knowledge of the standards to this

The Odyssey listed

our students with complex reading

and working with general education

the existence of exemplar texts as an asset when speaking with colleagues

disciplines from the arts to world

The teachers and the students

important literacy concepts along

approach English language arts on

students will learn throughout

and critically analyze any piece of

We are working together to set the

although I hope not too many are

come when our students will go to college or sit on a dorm room

of school they were exposed to

Because educators cared enough to expose them to exemplar texts and

to get to Sesame Street in order to form a more perfect nation for the


About the Author

Unwritten

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Network,


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opportunities to take charge of their learning will rise to the occasion

structured opportunities to practice

If you are ready to empower students and to take the traditional parent-

Why include children in the conference?

Including students in teacher conferences reinforces the

children with the important

typically results in more focused

structured opportunities in which children can interact with

successfully conference with

Tconnecting students to the conference experience include:

Empowering Students Through the School ConferenceBy Dr. Barbara Sargent, Superintendent, Readington Schools


How to begin?

Schools will need to understand

with the culminating year in

way to close out the elementary

students practice speaking with

middle school experience where they typically encounter many

of including students in the parent-teacher conference at a younger age is that the program

sixth grade students who already

students in conferences when

students will know how to

Teachers should take the time to

mean including students for a

will select 1-2 writing pieces from their writing folders to

Teachers will coach students to respond to a few questions

Why did you select this piece

What are your goals as a writer for this marking

Students should practice answering the questions out

after the rehearsal—and again after the actual conference—to

Students with multiple teachers or team teachers might prepare


Figure 1

Statement Always Sometimes Never

I enter the room quietly and attend to writing down the homework and updating my

I ask appropriate questions in class to clarify

Manners!

TipsBe mindful of where the parent and student are sitting during

excuse the child to the hallway

or teacher needs to discuss a

—whether school comes easy to them or they are facing chal-

and conferences with highly

Be sure to gradually relinquish control of the conference to the student as they demonstrate

Figure 2Expectations for Students

handshake handshake handshake

Say thank you and shake hands at end of conference to take more of a lead

in the conference and initiate questions with teacher

Say thank you and shake hands at end of conference

Say thank you and shake hands at end of conference

About the Author


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In order to enhance instructional practices within our school community and further expand our

continue to respond and examine

within a school community where

strategies and skills that demonstrate academic progress and social and

this design framework encompasses

Elements addressing the needs of students at risk and students with special needs include promoting and understanding of issues surrounding

creating appropriate and quality

will support professional growth and

integral components of a district wide

Essential questions that should

necessary for a differentiated model

work produce a wealth of data that can identify strengths and weaknesses

focused on generating data that

sharing of instructional strategies

common strategies and a model of

was designed as a foundation for the

protocols that occur at the classroom

A Pyramid Approach to Interventions By Douglas Walker, Assistant Principal, Chatham High School and

Eileen Daggett, Director of Special Services, Jefferson Township School District


of the lesson framework is linked to a

may access this resource to select

foundation of a differentiated classroom that addresses the needs

Tier One of the pyramid integrates

who are not demonstrating pro-

to guide the process of collecting and

The protocols outlined in the Tier One form require communication with all

-

may interact with throughout the

and online student information sys-map with a more central focus on

Figure 1

Figure 2


lesson framework to support those

along with differentiated instruction

this tier is documented on the Tier

struggle to demonstrate perfor-

may require the teacher to address

student needs through Tier Three

-

The paradigm shift of teacher-led

tation of the pyramid model of

a classroom culture that respects an

commitment to personalized

are essential themes for successful

About the Authors

Successful implementation of the pyramid model of intervention requires sustained professional development.

ReferencesPyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn.

The Seven Habits of Highly Effective People.

The Three Minute Classroom Walk-Through.

On Common Ground. The Power of Professional Learning Communities.

Professional Learning Communities at Work.

Revisiting Professional Learning Communities at Work.

Response to Intervention and the Pyramid Model.

Universal Design for Learning in the Classroom.

Creating Successful Inclusion Programs.

Understanding Response to Intervention.

Leading and Managing A Differentiated Classroom.

Journal of Learning Disabilities,


Close the Achievement Gap Align to the Common Core Standards

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So What Does a School Counselor Really Do? School counselors offer a compre-

-

1

staff and the community in the following areas:School Counseling CurriculumThe curriculum consists of structured lessons designed to help students

knowledge and skills appropriate for

of the school counseling curriculum

lessons co-taught with a classroom

and college planning lessons at the

Individual Student Planning

coordinate ongoing systemic

Responsive Services

any of the following:

teachers and other educatorsreferrals to other school support

peer helpingpsycho-education

System SupportSystem support consists of profes-

It is also important to note duties that school counselors should and should

program planning

present school counseling core curriculum lessonsinterpreting student records

studentsanalyzing disaggregated data

I

Increase Academic Achievement, Reduce Behavioral Issues, and Improve Attendance and Safety with School Counselors By Timothy Conway, Director of School Counseling, Lakeland Regional

High School, Wanaque


coordinating paperwork and data entry of all new students

programsperforming disciplinary actions or assigning discipline consequences

common areascoordinating schoolwide indi-

study teams and school atten-

It Sounds Good on Paper, but Can School Counselors Really Help?In a Principals Research Review article

attendance and school climate within

picture of how school counselors can

Increased promotion and graduation rates

suspension ratesIncreased attendance at schoolIncreased attendance in educational opportunities

completing high school college and career ready

school year data is data through the

in comparison to data through the

post-secondary planning data at

set to increase the percentage of

education from the graduating class

School counselors use data to show the impact of the school counseling program on student achievement, attendance, behavior and school safety and analyze school counseling program assessments to guide future action and improve future results for all students.


Evaluate and Hold School Counselors Accountable

the school counseling program in

analyze school and school counseling program data to determine how students are different as a result

School counselors use data to show the impact of the school counseling

safety and analyze school counseling program assessments to guide future

of school counselors implementing

2

Sample artifacts could include:

one school year to the next

What Next?

is a critical component needed to 3

school counseling program that is

Suspension rates

I challenge you to use school

Figure 1

Figure 2


About the Author

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References

Professional School Counseling.

Impact,

Principal-Counselor Relationship.


s educators and policy makers continue to seek ways to close the

Closing the Racial Achievement

Guidance Counselor By Faye L. Lewis, Assistant Principal, Columbia High School, Maplewood

presence known in middle class and

as it pertains to Black students whose

always outperformed students in

with their White peers in their own

disaggregation of school district data came a shining light on academic

their data through a more discerning

and minority students across grade

districts and in programs such as

where Black and Latino students

determined that college completion is most likely when students participate in academically intense and high-quality coursework during high

secondary and post-secondary

personnel who are hired to promote

counselors play a central role in the

and are charged with preparing all

and college and guiding them on

school guidance counselors help to

and school counselors were directed to anchor their guidance programs

approach and the push toward

academic preparation and college


knowledge on the part of parents

reason is connected to the limited training of counseling professionals

rigorous classes in middle school and high school leading to academic

elementary school and continuing

Engagement

that too many guidance counselors

students which can help to defray college costs and prepare them for

of this lack of information is that many parents of color do not

School counselors play a central role in the academic achievement of students and are charged with preparing all students, beginning in the middle school years, for the world of work and college and guiding them on the appropriate trajectory.


middle class parents are more

their children with a head start on

information needed to make informed

It is critical that they are trained in multiculturalism in order to work

The strongest predictors of college acceptance and completion are

not exposed to the rigors of higher

college preparation and access for

increasing enrollment in rigorous

implications for Black and Latino

college readiness skills and low rates

About the Author

References

The ASCA National Model: A Framework for School Counseling Programs

Parsing the Achievement Gap II: Policy Information Report,

Journal of Negro Education,

Journal of Special Education,

What has also been determined is that too many guidance counselors lack knowledge about college programs, such as the Equal Opportunity Program and Upward Bound Program, as well as other avenues available to minority students which can help to defray college costs and prepare them for the rigors of college.


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the classrooms with real students

in their own teaching with our

the literacy coaches who were our

taught at workshops housed at

worked with principals during our

with these schools was that I had the rare opportunity to see dozens of

There were many structures I put into place to stay connected to real

you my approach to instructional

help teachers set and realize goals

know your students and teachers

an initial meeting during which we

content-related in which the teacher

that will happen in a new unit that

The goals might actually transcend disciplines into other areas like

essential questions that will guide our work and start to gather resources

The next series of interactions take

teacher to see me taking risks in the

my relationship with the teacher and

teacher might repeat it or teach

W

Making a Coaching Change By Dr. Tom Marshall, Principal, Stony Lane Elementary School, Paramus

Coaching is not remediation. It is not just for the new teachers. Everyone is coached. It is not a sign of weakness, but of strength.


About the Author

note-taking sheet so that the teacher

whisper in while the teacher confers

By sharing the coaching with our

and I meet to discuss the new skills

We discuss new goals and ways in

This raises the instructional stakes in

around learning and lowering the anxiety associated with your presence

There are many aspects to instruc-


encouraged to promote an under-standing of academic content at much

Business and Entrepreneurial Literacy;

around three core skills that focus

grooming an engaged citizenry

Teachers were asked to focus their

group presentations were also

Our physical education classes had

our students with our new career

The teachers were presented with

presented:

opportunity to participate in a meaningful college and career

opportunity to focus on their career options;

could do in their classes such as

lighting careers related to their

stakeholders were presented so that the expectations for the day were

The role of the teacher was to:

college tours or participating in a large workshop or program

their regular lesson plan;The role of the counselor was to:

Meaning of 21st Century Skills


The role of the administration was to:

staff with necessary supplies;

The role of the student was to:were some highlights of the day

guest speakers from local colleges and

technology and engineering spoke to

The students seemed to especially

some serious topics presented to them

About the Author

References


informal and occurred literally a

many years of experiences in different

The entire emphasis in education

learning is essential to the student

simple difference entails includes

classroom through a myriad of

changes and methodology changes

In my discussion with one of the deans of education during my

expected to work with the student

that would separate them from the

could get a job.

Question #1 to a student teacher

Possible Answer:

students not only what they need

Question #2 to a student-teacher -

agement techniques would you

Possible Answer:

procedures for classroom and aca-

on aiding the student learning

to yourself is a great way to start

Telling students how we expect them to act and what high performance

Answering the Tough Interview Questions By Jim Sanders, Student/Teacher Supervisor, Rutgers Camden (retired

principal)

The entire emphasis in

from the teacher teaching to the students learning. How the teacher can/must foster that learning is essential to the student teacher.


About the Author

Question #3 to a student-teacher

and how would you respond to a

Possible Answer:

myself and tell the parent that I will

will explain to the parents how much I need their cooperation for

ask for constant two-way continuous

come on in with your son or daughter

or daughter is doing in classroom

emphasizing student learning and

There are many more important tough

student learning is the crux of the

Additional Questions

administrator to look past the good things in the classroom must also

student teacher; making it crystal clear that getting these materials

well as in-class programs open to

Constant planning for the entire class instructional time, especially

assessment and the homework is needed in a complete

References


Shakespeare explains how Othello

odds seemed to inure against it: she

and at that time was enough to

standing his physical shortcomings

more important positions in the

policies indicating that it is a district

proclaim that such discrimination is 1 and state

law2

when confronted with a comparison

educational credentials and other qualities superior to the chosen

his or her professional performance

The Failure to Promote The refusal to promote someone with

3

is usually referred to the organiza-

of a procedure set up and controlled

procedure and to consider them

were not important in legal doctrine

of the legal arsenal in discrimination

likely today than they were in the

- Othello,

Morale Malaise in Professional

of Employment Discrimination in New Jersey Public SchoolsBy Dr. Larry Plummer, Vice Principal, McManus Middle School, Linden


discrimination

recognized as a factor that may

that essentially contends that

6 It

the acquisition of monetary gain

the expected goals can expand across

strain can result from:The actual or anticipated failure

The actual or anticipated 10

11

“Invisibility” and the Superior CandidateThe refusal to recognize the accom-plishments of clearly superior candidates is a scourge that can

only on the mental health of the candidate12

of opportunities in the face of

engenders in the minority candidate

of second-class status and margin- 13

The effect of entrenched racism can

When ascertaining the genesis of

need only recognize that racism and marginalization are not phenomena

professional experience: the minority has experienced this phenomenon in

had access primarily to inferior

maximizing their efforts in school in terms of future social and economic

15

integrated schools as compared to

ended questionnaire was circulated


of teaching in a newly integrated

16 This is some indication that the issue

pation of issues can cause a reaction

fact that the anticipation of the issue came to pass where the issue itself did not actualize does not eliminate the

anticipation of issues could actually

The study

to ascertain the role of the self-

of social class differences in school

dealt primarily with the expectation

an additional conclusion was

into line with their own expectation

ConclusionThe research seems to indicate that if

of some physical characteristic that

formulate reactions and responses to their perception of the treatment

they may react in ways that are

The way to offset this unfortunate

About the Author

Demotion, Social Problems, American

Journal of Sociology,Journal of Intergroup Relations,

Criminology,Delinquent Boys: The Culture of the Gangs.

Delinquency and Opportunity: A Theory of Delinquency Gangs,Social Theory and Social Structure,

Journal of Applied Psychology,

Women’s Studies International Forum,Black Looks: Race and Representation. Toronto: Between the Lines

Understanding Everyday Racism: An Interdisciplinary TheoryClass, Race and Gender in Education,

Phi Delta Kappan,The Antioch Review,

Sociology of Education,


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PAC


due to the political and social make-up

change made the leadership team in

There are many opportunities for new and aspiring assistant princi-pals to take leadership roles and to

I would like to share my experiences

appreciated position in many

an experienced Board of Education

was composed of community

upgraded facilities and technology

process and a successful midpoint

Elementary and Secondary Schools

planning and action research as

student performance and in the

approach to accreditation that allows

than following protocols that lack

In our ongoing efforts to increase

numerous opportunities for me to

literacy team and a district literacy

a freshman course whose purpose is to use real world scenarios that introduce students to a wide range of contemporary literacies from

The Ideal Assistant PrincipalshipBy John P. Hahola, Assistant Principal, North Hunterdon Regional

High School

In addition to extensive involvement with Middle States, I have had a great opportunity to participate in the United States Department of Education Blue Ribbon schools process; our high school received this honor distinction in 2002.


About the Author

staff with daily information on key

attempted to replace traditional faculty meetings with multi-faceted programs that model current tech-

I also supply staff with necessary information on all current educa-tional issues including the district choice of using the Stronge Educator

opportunity to work with at-risk

life-altering experience and should

current educational issues to the

me to supply needed information

forward to working with outstanding

numerous aspiring administrators


It does seem at times that we

than four in 10 students graduate in

making honest attempts to determine where we were as an educational

requested position—Option II

we were going to use relationships

recently spent some time studying the foundations of the International

needs of our current high school

This plan will require somewhere

in the remainder of this article

One of the areas that demanded immediate attention was the need to

In addition to consistency we needed

MP: design an action plan that addressed

on reading skills in the content areas;

the state uses for assessing writing in

then I pretended to know what he

I told him that such a document did

I:

Rigor, Relevance, Relationships, and a RubricBy Deborah Iosso, Ed.S., Principal and Michael Portas, Supervisor, Randolph High School


department rather than the whole

a request from the social studies

I recognized the name of the talented

When I asked her how she could

experience was typical of what most

it should launch teachers to consider

plan for the rollout of the school wide

Teaching an entire high school faculty how to implement shared writing

people who were smarter than I was

talented group that had meshed well with my fastidious and enthusiastic

prepared a script and then met for

immediately wanted to tweak things

How refreshing it would be to develop a culture where student “A” can proudly tell you that he is going to graduate and become a plumber’s apprentice and stand next to student “B” who is attending college because that is what his career goal dictates.


a shared assessment tool could help

expectations for writing across the

reinforced throughout the day rather

assessing writing and grading it

I went to great lengths to explain to teachers that I did not want

DI & MP:two months of the school year

About the Authors

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Context

minutes of daily academic remediation

stronger relationships through

also actually take ownership of

I

Five Essentials for Building

Journey in Shared LeadershipBy Steve Raimo, Director of Planning and Evaluation and Christopher

Iasiello, Principal of Eisenhower Middle School, Wyckoff


Determine the Need

We challenged the assumptions of

leadership team with the clean slate

themes they supported for a potential

turing our schedule to include a

capacity and consensus widely for

Build a Vision

relationships with one another while

This We Believe, and doing

Learning by Doing and Whatever it Takes

we would present together to the

This We Believe,success and personal growth increase

whom they and their cross grade


week for 35 minutes during the school day discussing curricular

team committed to a complete reorganization of instructional

Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn,

committed to the concept of learning

de facto educational lottery program

We shared our learning with our colleagues-at-large and sought

staff selected student remediation as a necessary component of a newly-

Distribute Leadership

approach required a culture shift

such authority or skeptical as to whether their input would really

told us he was waiting all along for the administration to pull out

When the teacher team presented

the limitations and compromises

presented the rollout plans to their

while the administration took a

for what it means to work in our

the administration actually did what

Plan, then implement. But don’t forget to remind people about the “why.”

our schedule changes more than

to ensure that as the stresses and

we retain our focus upon what we

Ongoing Feedback

hallmark of our new culture of shared

the success or limitations of our

The success experienced so far would

About the Author

This We Believe: Successful Schools for Young Adolescents.


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school stakeholders through a

online educational communities

useful educational resources and disseminate in a timely fashion so

allows users to see each other on the computer screen and work on large

is taking part in an online district

Teach Like a Pirate they can

their own time without a need to

true support network is then formed

Support amongst colleagues is crucial

continually support each other and in turn help promote the success of all

and #edchat allow like-minded

changer and support agent for pro-

access to great minds like Todd

teaching techniques that infuse

exposure to a wide array of game-changing ideas that make learning

also understand the importance of

Owhich in turn directly impacts school culture and promotes the success of all

Being a Lead Learner in The Digital EraBy Brad Currie, Middle School Dean of Students, Supervisor of

Instruction, Chester


practice teaching techniques can

ingredient as lead learners look to

to exist if schools are to address

great way to learn from like-minded educators and stay on top of cutting

tune their lead learner role and also

and ideas the educational world has

conferences to stay ahead of the game and impact their schools on a

The digital era has fostered new

are learning with new tools at their disposal and making sense of the

with the 21st century world in order

About the Author


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one process that connects everything

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Is This You?

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Guiding Beliefs for Learning Leaders

leaders, including school principals, assistant principals, directors, and supervisors. This document was developed by the New Jersey Principals and Supervisors Association and the Foundation for Educational Administration in order to promote a greater awareness and understanding of the complex work of school leaders, inform the development of educational policy, and serve as a focus for the delivery of professional development for current and future school leaders.

The term “Learning Leader” is used rather than “Instructional Leader” in order to emphasize that student learning is the central focus for the work of all school leaders.

NJPSA and FEA recognize that each school and district faces its own unique challenges and circumstances, and that the

it is critical that all school leaders work together in a collaborative and collegial manner to address the guiding beliefs.

social, emotional, and physical development of all students while acknowledging the unique talents and abilities of each individual learner.

ensuring that essential operational and administrative tasks are effectively addressed. The learning leader ensures that all teachers are provided with the necessary tools as well as the time to work collaboratively in a professional learning community in order to deliver quality instruction and to develop, administer, analyze, and use quality formative and summative assessments of student learning.

3. The learning leader models a commitment to shared leadership and shared accountability by actively seeking out and channeling the unique talents and abilities of each staff member in order to support a common vision of educational excellence and continuous improvement.

4. The learning leader creates an environment that is conducive to learning by fostering a culture of trust, mutual respect, and ethical behavior among all stakeholders in the school and district community and by ensuring that all stakeholders are able to function in a safe and supportive setting.

areas of strength and areas representing growth opportunities, ensuring the appropriate use of data in decision making and encouraging collaboration, innovation, and risk-taking.

6. The learning leader fosters the highest levels of performance from all staff members by providing meaningful and ongoing feedback regarding staff performance, supporting targeted and sustained professional growth for all staff members, and regularly recognizing and celebrating key achievements.

all initiatives are given the appropriate priority and allocation of resources, and that all stakeholders understand the relationship between each initiative and the visions of the school and district.

8. The learning leader recognizes and embraces the need to continuously engage the broader school and district


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