A Principal Referee, A Principal Connector, & A Principal Fingerprint

George Couros and Allyson Apsey What Makes A Great PRINCIPAL The Five Pillars of Effective School Leadership 

Lately, I have noticed that when I attend school leadership conferences, what sticks to my thinking the most are the stories shared by the featured speakers. Their narratives often make you nod readily in agreement, laugh with total understanding, and catch your breath when you know there is an underlying message you need to hear.

When I read George Couros and Allyson Apsey’s new book, What Makes a Great Principal: The Five Pillars of Effective School Leadership—Stories from the Field, I had a similar experience. The impact an effective and compassionate school principal can have on students and staff is immense. The key is wisely focusing on what we choose to do and how we move forward to make a difference to our students, staff, and community. 

Couros connected his story to basketball and the responsibilities of a school principal. “In any sport, you know a referee is great when you don’t notice them. They not only lead but also manage the game, and everything goes in a direction where the focus is on the game, not the official. It doesn't mean there isn’t adversity, but the best officials know how to deal with it in a way where the focus should be: on the players and the game. 

Unfortunately, if you are a bad referee, everyone notices—like everyone. The same is true for principals. The worst ones stick out, and the best ones never get credit for the impact they have on the little and big things in our school. They often take criticism from others and hand out the praise when they might be the most deserving.”

I am not sure I will ever watch a basketball game again without paying attention to the referee. I see the wisdom and the humbleness of being that kind of school principal…taking the heat, and giving away the glory. Stories stick with us because they pull out the emotions and tug at the cognitive brain. Here are a few of my favorite stories from pillars of What Makes a Great Principal.

Dr. Marcus Belin reminded the reader of the power of building relationships with those we serve. Belin traded traditional dress shoes for something much more comfortable. “Those Jordan sneakers I sported on countless days became instant conversation starters, bridging the gap and revealing my sincere interest in the students' success…I wanted my staff to understand it’s okay to enjoy their work to see education as a joyful journey, not a joyless task.” I was reminded we have an opportunity to model joy in our work as principals. 

Apsey reminded me of the importance of reaching out to like colleagues for support and the opportunity to learn from them. “I am going to age myself here, but I became a principal before Facebook and Twitter even existed. It was more challenging back in those pre-social media times to get connected to inspiring principals around the country. In those first years of the principalship, I distinctly remember being faced with challenges and then heading to my office to rack my brain for ideas. I was so mad at myself when I could not come up with brilliant solutions on my own.”  We do not have to be an isolated principal. We can create more significant positive momentum toward growth and change as principals if we do it together.

I finally got to meet the principal, Liz Garden in Washington, D.C. this spring. She was incredibly genuine and kind. The message found in her story did not disappoint. Early in her career, when being interviewed for a vice principal position, she was given a tricky question on how she would manage three different reading programs. She gave an unapologetic response. “I am not able to make that model work.” Her response was honest, brave, and focused on how to move forward differently. Her story reminded me we can draw courage to find our truths from other principals leading the way.

Being a principal is not a game, but I sometimes feel like a referee, and now I know what type of ‘principal referee’ I will strive to be. I don’t wear sneakers, but my heels will produce a familiar step as I head toward classrooms more often. I will bravely respond if I am ever asked to prioritize programs over people. And when I do finally leave the school community I love, the fingerprints won’t be visible to the eye, but found in the heart of instructional practices of teachers I had the honor of knowing and serving.

me

ASCD Educational Leadership: December 2023/2024 Literacy Across the Disciplines

A principal’s inbox holds many tasks, responsibilities, and sometimes unexpected surprises! This month’s Educational Leadership Magazine continued to be cycled to the bottom of the to-dos, but I tossed it into the take-home bundle for the holiday break. In a quiet moment, I immersed myself in this month’s episode that focused on my favorite topic, literacy.

I continued to read, starting in the back, visiting familiar featured authors first, navigating to the managing editors' comments next, and then dividing deep into the featured articles. Writers and researchers provided new insights and considerations for leaders pursuing evidence-informed literacy systems that enrich teaching and learning. Whew! This issue will be a treasured favorite.

Many artificial intelligence platforms will systematically summarize these author’s viewpoints and findings. Still, AI will never be able to replicate the way a hopeful leader feels when given new perspectives and informed teaching and learning research-based practices. Here are three articles that just moved me to think deeper while learning to do and be better.

When I read Natalie Wexler’s article, Developing Knowledgeable Readers, I was reminded, “It is important to begin knowledge and vocabulary early —in kindergarten, if possible. The longer you wait, the larger the gaps in knowledge are likely to grow. One such gap is between ‘good’ and ‘poor’ readers. Young readers who have both good decoding skills and more sophisticated knowledge and vocabulary will, in the widely used leveled reading system, be allowed to read more complex text. Their knowledge not only helps them understand that text, it also helps them retain new information and vocabulary from it. Knowledge, as Marilyn Jager Adams (2015) had said, is like mental Velcro; it sticks best to other related knowledge.” Yes! Knowledge is power…starting in kindergarten!

In Teaching Word Consciousness, an interview with Zaretta Hammond she was asked, what could schools be doing to address the problems of the growing gaps in reading achievement specifically for our older students? She shared, “This doesn’t mean they have to repeat 2nd grade phonics, but we do have to start to question, What are the small but high-leverage skills, the discrete skills, that these students need that would allow them to start to practice even as they build their skills in understanding? 

Her response? “I think word study is key here… It’s a way we can teach phonemic elements without it feeling ike we’re back in kindergarten, you know? Because word study is not just vocabulary development. That’s the ultimate goal of it. But word study is made up of word play, word consciousness, and word knowledge—these things help students become curious about language and how language works. 

This is where as a building leader I get excited. Yes, kindergarten literacy instruction is more than phonemic awareness and phonics. Let’s not forget building background knowledge and enhancing vocabulary understanding. And for students who have not yet acquired the foundational literacy skill as an intermediate student, let’s not slip back in replicating primary literacy instruction, but begin again with word play, word consciousness, and word knowledge! Not planned out sporadically but systematically in teams of inquiry in our skills and practice! This is visible learning in action!

And speaking of action, confession, I love a noisy classroom. When I walk into a classroom where silence is the norm, I wonder and I worry. Maybe I should reframe that. When I walk into a classroom and students are talking in pairs or triads and they have a piece of text in their hands, and the question is relevant and meaningful to them as a human, their word usage, their expressions, their absence of awareness of anything but their conversation, fills my principal bucket. 

The third article in this month’s issue of EL Magazine titled, Talk is Literacy by Leslie Duhaylonsod, Shireen Al-Adeimi, and Abby Reisman reminded me of an important justic component in these student conversations. “When classroom discussions across the disciplines are rich and student-centered, we are one step closer to equity.” And, “Students who participate in class discussions have improved written arguments and improved text comprehension.” Not just in literacy instruction, but across all disciplines. Imagine what that feels like to a language learner. “Talks has the potential to make content, understand, and language more accessible to students.”

My top three picks were just a sample of the brilliance of reigniting ones principal leadership responsibilities in literacy. Other notable articles I will revisit include, How to Coach When You’re the Boss by Elena Aguilar, Douglas Fisher and Nancy Frey’s thoughts on Transforming Literacy Tasks to Deepen Learning, and The Power of Digital Storytelling by Michael Hernandez. The challenge for me is to continue to go slow to go fast. So not implementing new thinking to fast with staff, but slow and steady through ongoing collaboration with teacher leaders! 

Lead With Impact

 Liz Wiseman IMPACT PLAYERS: How to Take the Lead, Play Bigger, and Multiply Your Impact

Early in our school improvement turnaround efforts, teachers and I were introduced to the work of researcher John Hatti. His meta-analysis of multiple studies provides an effect size of what we choose to do and not do matters—a lot to our students. It is our responsibility as educators to “Know Thy Impact.” 

When I picked up Liz Wiseman’s book Impact Players, I was hopeful in getting even more insights to further my impact as an instructional leader in an elementary school. “While others add to the load, Impact Players make heavy demands feel lighter.” Our load as educators is a heavy lift on a good day, not to say it without joy or fulfillment, but it’s an ongoing, complicated juggle.

Wiseman lists five key practices of an Impact Player, the assumptions and habit mindsets they purposefully pursue, and the positive implications their actions can have on themselves and others. Impact Players provides a path and a guide for a leader who learns along the way while empowering those who are on the journey with you.

Starting with, do the job. Not the job you want to do but the job that needs to get done. Learn and play as you go with drive and passion. It requires being responsive and flexible as you build the reputation of getting the job done. “If somebody offers you an amazing opportunity, but you are not sure you can do it, say yes—then learn how to do it later.” It’s not a call of duty or martyr mindset, but developing a making 'it” better perspective...whatever your “it” is. Parent-pick up anyone?

Then remembering there is a lot of background noise in the school community. What is the buzz and hum on what is on educators' minds in staff room conversations? A principal is a decision-maker, but it’s not always us that needs to lead. An Impact Player can identify the need, enpower others, and then step back and watch them lead. Most likely not without stumbles, but “creates a culture of courage, initiative, and agility.” Staff wellness committee, anyone?

Also, an Impact Player finishes stronger than when they started. They set a vision, not in isolation but in collaboration, and work on a plan with the end goal in mind. They show strength, demonstrate resilience, and behind their smile is true grit. This mindset is framed as I can do hard things well and own the outcome. They can ask and receive critical feedback while anticipating challenges and identifying milestones. Impact Players get the job done and including a few unexpected bonuses thrown in. The Impact Player is neither “worn out nor depleted” but has set a worthy pace for physical, mental, and emotional health.  Jog-A-Thon organizer lead, anyone?

Impact Players “adapt and learn faster than their peers.” How? They ask and then adjust. They have developed a confident mindset but understand there is still room to “grow and evolve” through their effort and current ability. They know what they don’t know yet, so they become coachable. They “level up their own game and raise the bar for everyone on the team.” Together they create “a culture of learning and innovation” while remaining relevant. “They avoid drama. Things don’t get to them. They are compassionate but refuse to be an actor in any soap opera.” School improvement leadership team, anyone?

An Impact Player “creates a positive and productive work environment for everyone on the team.” They make hard work lighter and better for everyone contributing. More importantly, they make others feel valued as a team member. They “develop a reputation as high-performing, no-nonsense players everyone wants to work with.” The feeling of inclusion is almost tangible. Spirit Week Planning Team, anyone?

"If you want to make a difference, look around. Notice what needs your attention. Tap into your passion and your purpose, and find a way to contribute, to create impact, to play bigger and better.” Be your version of an Impact Player to lead, play, and multiply the possibilities around you.

See Me

GHOLDY MUHAMMAD Cultivating Genius An Equity Framework for Culturally and Historically Responsive Literacy

“Hope alone is not enough. 

We need to be designers in curriculum, instruction, and leadership to get it right with those who need it the most. 

They depend on us.”  (p.88)

“If we aim to get it right with all youth, 

a productive starting point is to design teaching and learning 

to the group(s) of students who have been marginalized 

the most in society and within schools: 

Thus, we need frameworks that have been written by people of color and designed for children of color. 

Cultivating Genius provides such a framework.” (p. 11)

4 Pursuits: The Historically Responsive Literacy Model (HRL)

Literacy as Identity Meaning-Making

Literacy as Skills

Literacy as Intellect

Literacy as Criticality

As teachers think of these four pursuits in the HRL instruction, they should ask themselves:

Identity: How will my instruction help students to learn something about themselves and/or about others

Sills: How will my instruction build students’ skills for the content area?

Intellect: How will my instruction build students’ knowledge and mental powers?

Critically: How will my instruction engage students’ thinking about power and equity and the disruption of oppression?  (p. 57-58)

“When these four learning pursuits are taught together, the learning becomes humanizing and more complete—giving students opportunities for personal, intellectual, and academic success." (p. 63)

Sharing Your School Story

ANDREA GRIBBLE SOCIAL MEDIA FOR SCHOOLS Proven Storytelling Strategies & Ideas to Celebrate Your Students & Staff—While Keeping Your Sanity

I can’t tell you enough how much I enjoyed this book. I have never met Andrea Gribble in person, but I got to talk with her by phone one day. I’ll never forget it. I was in the initial stages of sharing our school story on Facebook. Our district had purchased a membership in #SocialSchooll4EDU for support while we built our family and community engagement. I was learning while leading with limited time and expertise.

I had a technical question, an urgent one, in my mind, and I couldn’t move forward until I understood what my next step should be. So I reached out, and who did I hear back from? Not a member of the #SocialSchooll4EDU team, but Gribble herself. She not only did she calm my irrational fears, but her response was insightful, helpful, and supportive...exactly the content readers receive page by page in her book Social Media for Schools.  

Each chapter begins with an introduction to a school or district in the format of a case study. Their social media challenges are shared, followed by the process they went through towards reaching a positive outcome. Gribble then provides a deep dive into components of social media systems, branding, storytelling, best practices, and the professional development needed to “help you create a framework to celebrate your school on social media.”

Strategic tips, key points to remember, plans to make, and a doable to-do list flow seamlessly throughout her book, with references on how to “Grab It” for even more resources on the #SocialSchooll4EDU website. Gribble also acknowledges we are all on a different continuum in implementing social media to celebrate our schools and districts. Start where you are but with a mindset of moving forward with her book as a tool to guide you. 

In the forward of Social Media for Schools, Dr. Joe SanFelippo one of Gribbles many advocates on the relevance of sharing your school story said, “Nobody will change the way they talk about school until we change the way we talk about school.” The following are the leadership changes I will begin to learn more about in order to celebrate and recognize our students, staff, and families.

MTSS for EACH Student

 Amy McCart - Dawn Miller LEADING EQUITY-BASED MTSS for All Students.

I completed my teaching degree in 1999. The opportunities I have experienced as a teacher, instructional coach, and school leader have been incredible. I will continue to contribute my love of teaching students how to read AND supporting teachers with the knowledge and skills to be reading teachers with my earliest experiences. We created equitable student-focused systems, attended target professional development, and created outcome agreements so each student would grow, thrive, and excel as a reader. Looking back, we were at the earliest stages of creating an MTSS or Multi-Tiered Systems of Support System. 

ChatGPT quickly summarized the book this way. 

“Leading Equity-Based MTSS for All Students" by McCart and Miller provides a comprehensive guide for educational leaders to implement a Multi-Tiered System of Support (MTSS) focusing on equity. The book emphasizes the importance of addressing and eliminating systemic barriers to learning and achievement while promoting inclusive practices for all students. It offers practical strategies and tools for leaders to develop a culture of equity, create a collaborative MTSS team, implement evidence-based interventions, and monitor progress through data-driven decision-making. With a strong emphasis on equity, the book equips leaders with the knowledge and skills necessary to ensure that all students, regardless of their background or abilities, have equitable access to high-quality education and opportunities for success.”

So whether you are new to your position, are new to a school community, or need new thinking to guide you and your school team to create equitable outcomes for each of your students, Leading Equity-Bases MTSS gives you a guide for your transformation. The authors share, “Together with them, we devised and honed the practices that ultimately defined our Schoolwide Integrated Framework for Transformation (SWIFT) Education Center’s approach to equity-based MTSS” (p. Xi). The best part is that the resources and more referenced in the book are available online at the SWIFT Education Center. 

The authors also remind school leaders of the importance of the language we can use to project their mindset and belief about teaching and learning. When structuring your tiered instructional systems for decision-making, McCart and Mill suggest rather than using the terms ‘Title I instructional supports’ or ‘special education instructional supports,' make categories for skill areas students have not yet acquired. “Teams select instruction and support to meet identified skill needs, not based on other student characteristics” (p. 68). 

In addition, getting to the heart of equity, a school leader has an incredible responsibility to continually use data during your school’s transformation. The authors provide data routines “to be used across the entire system” for school-wide, grade-level, and classroom student-focused decisions (p. 93). While organizing, processing, and acting on your data for universal, additional, or intensified support, utilize essential questions to plan and “continuously strengthen first instruction in academic, behavioral, and social-emotional domains” (p. 96). 

These are just of few examples of the deep implementation practices found in the research in Leading Equity-Based MTSS. McCart and Miller also provide insights through ‘field trip” vignettes from practitioners currently engaged in the work. The book closes with Dawn’s why.

Dawn’s Why MTTS

“We benefit from those who have put 

evidence-based practices in our hands. 

It is up to us to never doubt

that we can figure out 

how to make it work in our system

—we have to dig deep, lean on each other,

and maintain focus on what matters.

We got this.”

A School Leaders Impact

 Janet Clinton, Dylan Wiliam, Jenni Donohoo, Michael Fullan, Zaretta Hammond, Peter M. DeWitt, Douglas Fisher, Nancy, Frey, Dominique Smith, Laura Link, Sugata Mitra, and Jim Knight, Edited by John Hattie & Raymond Smith 10 MINDFRAMES for LEADERS The VISIBLE LEARNING Approach to School Success

What has been stated repeatedly by leading practitioners and researchers in education is what we as leaders choose to do matters immensely for our students and the teachers we have the opportunity to serve and support. They advocate for the laser focus needed on the essential components of teaching and learning while reminding us to cancel the relentless noise of multiple distractors.

This is our work. 

10 Mindframes for Leaders provides the key insights and actions for school leaders to pursue and engage. “Mindframes are our Why. They represent an internal set of beliefs we hold near and dear to our hearts.” The Visible Learning strategies and process are the How to our Why. And What refers to the result—the outcomes we intend to accomplish or the evidence of our collective impact on student progress and achievement.

One Mindframe is featured in each of the ten chapters, authored by a treasure of educational leaders. The chapter starts with a relatable school vignette, followed by a detailed description of the Mindframe, factors from the “Visible Learning” research supporting the Mindframe, and where a school leader can start. The end of the chapter features a  checklist with exercises you can work on independently or in collaboration with a school leadership team. 

The power of one’s impact as a school leader is stated repeatedly in the title of each chapter. The word “I” starts each chapter, but considering the power of collective action, the reader/leader could collectively use “We.” 

“I am an evaluator of my impact on teacher/student learning.”—Janet Clinton

“I see assessments as informing my impact and next steps.”—Dylan Wiliam 

“I collaborate with my peers and my teacher about my conceptions of progress and my impact.” —Jenni Donohoo

“I am a change agent and believe all teachers/students can improve.”—Michael Fullan

“I strive for challenge rather than merely ‘doing my best’.”—Zaretta Hammond

I give and help students/teachers understand feedback, and I interpret and act on feedback given to me.”—Peter M. DeWitt 

“I engage as much in dialogue as in monologue.”—Douglas Fisher, Nancy Frey, and Dominique Smith 

I explicitly inform teachers/students what successful impact looks like from the outset.”—Laura Link 

“I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others.”—Sugata Mitra

“I focus on learning and the language of learning.”—Jim Knight 

Leaders can align a Mindframe to where greater understanding is needed for success in our schools. For example, chapter one evaluates your impact on teacher/student learning. The author of this chapter, Clinton defines evaluative thinking as “a cognitive process; it is a way of being” (p.14).  Leaders who think evaluatively engage in open questioning with an effective size of 0.48 to “improve the current status during the process of leading teaching and learning” (p. 15). Using authentic questions allows leaders to learn what teachers know and do not know…yet. 

“Effective school leaders 

talk about their Mindframes and their beliefs 

and prove them through 

their practices and skills.” 

Clinton provides the reader with five core evaluative questions for school leaders. These authentic questions are strategic and utilized to generate the teacher’s thinking on student learning, evidence-based interventions, seeking evidence, monitoring impact, and considering others’ perspectives. Most importantly, the center of the student’s learning is at the heart of each question.

“The focus of evaluative thinking, 

in the context of schools, 

always has learning at its core.” 

“Mindframes—your internal set of beliefs about your role as a school leader—determine the high-impact leadership practices you chose to implement” (bc). 

“It’s not what you do, 

it’s how you think about what you do.”

Choose well.