This entry is the sixth in a blog series called Pandemic Response and Educational Practices (PREP), which aims to highlight and further the important work educators are doing amid the worldwide COVID-19 crisis.
Based on Messaging Matters.
One recent morning, I was running a three-mile track around my neighborhood. As I passed the houses and occasional drivers, I felt a sudden kinship to my neighbors that I’m not sure I’ve felt before. Read more
This entry is the fifth in a blog series called Pandemic Response and Educational Practices (PREP), which aims to highlight and further the important work educators are doing amid the worldwide COVID-19 crisis.
Based on Building Your Building: How to Hire and Keep Great Teachers.
Surreal. Unbelievable. No words. None of us can quite put into words what we’re going through right now during this global pandemic. Read more
Based on HEART! Fully Forming Your Professional Life as a Teacher and Leader
“Anger is not impressive or tough—it’s a mistake. It’s weakness. Depending on what you are doing, it might even be a trap that someone laid for you.” —Ryan Holiday
During the fall of my second year as superintendent at Stevenson HSD 125 (birthplace of the PLC At Work® process), I picked up the phone, only to be verbally assaulted by a very angry parent about an issue regarding her son, who was not receiving the resolution she sought.
I listened for about three minutes and tried to deescalate her anger, but it only got worse. Despite my best intentions to understand her concerns, she mostly just wanted to vent, but her yelling and the cruelty of her words got in the way of her message. Sound familiar? Read more
Based on Mindful School Communities, scheduled for release in February 2020.
“Love and compassion are necessities, not luxuries. Without them, humanity cannot survive.” —The Dalai Lama
Compassion and love are needed in all areas of our lives. Quite simply, people are hurting and in need of healing. Schools are no different.
Students, teachers, and whole school communities are wrestling with how best to understand and respond to the impactful nature of trauma and stress and how it collides with our ability to function, teach, learn, live, and just be. Sometimes, “students are too scared to learn” (Lacoe, 2013). For many of our students, the impact of stress and trauma is formidable, compromising their physical, social, emotional, or spiritual well-being and academic development (SAMHSA, 2014), playing out in the form of their physiological response system of fight, flight, or freeze (Schwartz, 2016). Read more
Based on Step In, Step Up: Empowering Women for the School Leadership Journey
At the age of five, girls believe that girls and boys are equally likely to be “really, really smart.” Just a year later, though, at age six, girls are less likely than boys to believe that members of their own gender are “really, really smart.” And then, they begin avoiding games and activities that are labeled as being for the “really, really smart” (Bian, Leslie, and Campion, 2017).
Instructional coaches—not to mention school leaders—should be alarmed that this change in self-efficacy takes place during a girl’s first year of formal schooling. Gina Rippon (2019), in her book The Gendered Brain, documents more studies showing that teachers give higher grades to boys than girls, compared to when the same work is scored by objective, outside graders. Girls, by age nine, are less likely than boys to say that they may take advanced math classes, even though their math scores indicate they are doing just as well as or better than boys, and that boys overrate their science and math skills while girls underrate theirs. We have a gender gap, and it starts early. Read more
William D. Parker
