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Other Perspectives on Family and Community Engagement

I’m still thinking through the difficulties of how to synthesize and codify the work around family and community engagement in a way that is useful to teachers, administrators, and school districts, and that is meaningful, inclusive, and respectful to the families and communities served by our nation’s public schools, particularly socioeconomically vulnerable students

An Inclusive Approach to Family & Community Engagement

Earlier this week I wrote about the importance of family and community engagement as it relates to school improvement. The post was not without direction, but I couldn’t quite put my finger on WHAT I wanted to say about WHY and HOW educators should engage with families and

School Improvement: Family and Community Engagement

Before you even begin reading this, I just want to warn you that this isn’t a “how to” post like the others in my school improvement series. This is more of a rambling, train-of-thought, how do we fix this, post. Still here? Great. Keep reading… Much of

School Improvement: Leadership Teams

“Ain’t nobody fresher than my Clique…” Whenever I think of school leadership teams (LTs), I think of the Kanye West assisted Big Sean song, Clique. Why? Because the school leadership team ought to be planned for, assembled, and carry out their duties with the same kind of

School Improvement: People & Processes

I’ve been working in school improvement for 5 years and have learned a lot about what it takes for schools to successfully serve the communities in which they are located. I’ve learned that the likelihood of success for American schools increases when the schools are funded adequately and

Pre-School Science Projects

My oldest daughter attends a public pre-school program held in a daycare setting. Her mother and I have always liked her daycare. The staff is friendly, the schools holds family functions around the holidays, they offer enrichment activities like Karate and Ballet, and they hold an annual

Stop giving teachers bad feedback

The most difficult part of the transition from classroom teacher to instructional coach is giving feedback to teachers who have decades more experience than you do. I was barely a toddler in dogs years and there I was, telling teachers who had 20, 30 years of skin in the

5 ways to lose credibility with your faculty

I think being credible, that is, being taken seriously, is the first step toward being an effective leader. People, especially those you wish to or purport to lead have to believe in your knowledge, skills, and abilities as a leader. That should go without saying, but it’s

Why data driven instruction doesn’t work

Data driven instruction is the philosophy that data, about students, what they know and can do, who they are, and how they learn, ought to be driving the instructional practices of teachers and school leaders. Once upon a time, teachers’ observations, opinions of students’ abilities, and other

When instructional leaders don’t know content

First, for the five or six of you who read my blog or follow me on Twitter, I apologize for the lag between posts. What can I say ? A brother has been busy. I started a new job (more on that in another post…maybe), have small