In our call to for submissions to this article, we invited educators to tell us how they foster a supportive environment. We have asked how they helped support kids through different lenses. We gave examples, such as teachers helping teachers, principals helping teachers, and so forth.
I believe the go-to thinking is that teachers helping teachers or principals helping teachers is about providing strategies for better classroom management or tips for stronger teaching. But what if we looked at support that goes far deeper than that? What if by our theme Lean on Me, we are referring to the simple act of saying, “How are you doing today?”
ILASCD Leaders
Scott England, President esengland@umes.edu
Belinda Veillon, Past President bveillon@nsd2.com
Amy Warke, President-elect awarke2008@gmail.com
Doug Wood, Treasurer dawlaw1986@gmail.com
Andrew Lobdell, Secretary lobdella@le-win.net
Debbie Poffinbarger, Media Director debkpoff@gmail.com
Ryan Nevius, Executive Director rcneviu@me.com
Bill Dodds, Associate Director dwdodds1@me.com
Task Force Leaders:
Membership & Partnerships
Denise Makowski, Amie Corso Reed
Communications & Publications
Amy MacCrindle, Jacquie Duginske
Advocacy & Influence
Richard Lange, Brenda Mendoza
Program Development
Terry Mootz, Sarah Cacciatore, Dee
Ann Schnautz, Doug Wood
Or, “Are you okay?”
I was recently asked what my biggest accomplishment in education has been. It didn’t take long at all to respond. My answer was advocating for myself. By taking better care of myself, I have in turn been able to better take care of students.
The concern and care of mental health of educators is extremely important. I think we have done much better in our profession in being aware of that, but we still have a long way to go to understanding how this positively impacts our students.
As an administrator, I used to stop by teachers’ rooms to visit when students were not around. I made sure we visited anything but education. I learned about a teacher who owned fifty acres plus a pond where he visited to get away.
I learned about another teacher who had a career as an entrepreneur prior to becoming a teacher.
These interactions may seem trivial, but at different points throughout the year, I now had something to reference on a personal level. Remembering to check on our educators as people rather than
employees can do wonders for the spirit. I even had one person say to me, “I can’t believe you remembered that from our conversation.”
"Lean on Me" can look like many different things. As demonstrated in our amazing articles within this issue, there is no one right or wrong way. I just encourage you to explore the different ways we can support and be supported. That is what will strengthen our practice and benefit our students.
TARGETING:
LOCAL ASSESSMENT
An On-Line Video Series for Teachers and Administrators
Not webinars, but live-capture presentations defining “what is testing in standards-based learning environments leading to successful growth model attainment.”
These video tools will help to explain formative and summative assessment techniques so that teachers, and those evaluating them, can speak the same language and work together for student success.
Each Video will:
Deliver definitions of tests
Explore detailed information about their impact on the learning in classrooms
Allow break times for discussion by the viewing group under the leadership of the local host (principal, professor, department chair, PLC leader.)
TEACHER, PRINCIPAL, ASSISTANT SUPERINTENDENT, CREATOR OF COURSEMASON & STAFF DEVELOPER
ON-Demand PD REady for you today!
For All 8 Sessions
LOCAL ASSESSMENT: OVERVIEW
LOCAL ASSESSMENT: CRITICAL TERMS & CONCEPTS
LOCAL ASSESSMENT: STANDARDS & EVIDENCE
LOCAL ASSESSMENT: SELECTED RESPONSE
LOCAL ASSESSMENT: CONSTRUCTIVE RESPONSE
LOCAL ASSESSMENT: FORMATIVE ASSESSMENT
01
LOCAL ASSESSMENT: PERFORMANCE TASKS
An ISBE and CPS Approved Provider
LOCAL ASSESSMENT: COMMON ASSESSMENT REVIEW
Eight - 45 TO 60 MINUTE SESSIONS
Whole Child
Nicole D. Ortegón
Supporting Teachers in Differentiating Instruction: A Professor’s Reflections
Sousa and Tomlinson (2018) define differentiation as “a way of thinking about teaching and learning” that “provides a framework for planning and carrying out learner-focused instruction [emphasis added]” (p. 10). Moreover, how we think about differentiated instruction (DI) in relation to other elements of the education system matters. As a professor of DI, one means by which I support teachers in implementing DI in their classrooms is to have us, as a community of learners, critically reflect on how we understand DI in a given context.
Differentiated Instruction, Standards-based Curricula, and Diverse Student Populations
Each term, students put forth two essential questions:
• How do we implement DI in the context of a standardsbased education system with a diverse student population?
• How do we balance autonomy with compliance, scaffolding with rigor, and prep time with competing time demands in this same context?
In this article, I share my experiences as a professor of a graduate-level course on instruction for the DI classroom,
reflecting on a fundamental step in our shared journey toward understanding and responding to the critical issues these questions raise: Identifying, examining, and reconciling commonly polarized conceptual pairings and mitigating real and perceived obstacles to effectively implementing DI.
We begin with a critical reflection on interpreting conceptual relationships because when we conceive of DI and a standards-based curriculum as adversarial, our journey ends before it begins; when we conceive of them as complementary, multiple pathways of teaching and learning emerge.
Tomlinson (2000) eloquently articulates the complementary nature of the
relationship between DI and a standardsbased curriculum:
There is no contradiction between effective standards-based instruction and differentiation. Curriculum tells us what to teach: Differentiation tells us how. Thus, if we elect to teach a standardsbased curriculum, differentiation simply suggests ways in which we can make that curriculum work best for varied learners. In other words, differentiation can show us how to teach the same standard to a range of learners by employing a variety of teaching and learning modes. (Standards and Differentiation section)
Two related commonly polarized conceptual pairings include Autonomy and Compliance vs. Scaffolding and Rigor.
Autonomy and Compliance
From a student’s perspective, the teacher is the authority figure in the classroom. Teachers have more autonomy than their students. However, when teachers accept a teaching position and enter into a valid contract, they agree to comply with local, state, and federal education policies; in this sense, teacher autonomy is context dependent. In other words, autonomy and compliance are not mutually exclusive. When implementing DI, I encourage teachers to focus their energies on what is feasible (and desirable) in their local educational contexts.
For example, Sousa and Tomlinson (2018) write, “There are two ways to think about differentiating content. First, teachers can differentiate the actual stuff—the knowledge, understanding, and skills. Second, teachers can differentiate how students get access to the stuff (p. 105). If teachers find themselves in a situation where differentiating the actual content is not feasible, they might instead focus their energies on differentiating how students access the content.
Scaffolding and Rigor
Another common conceptual pitfall is equating differentiating instruction with
lowering rigor (Lee, 2024, Putting it all together section). To support teachers in circumventing this pitfall, we discuss the idea of “teaching up.” Sousa and Tomlinson (2018) define teaching up as beginning “with a curriculum that challenges advanced learners” and following “with plans to scaffold other students to enable them to work with that rich and powerful curriculum” (p. 9). In other words, scaffolding facilitates access to a rigorous curriculum for all students.
We need to remain cognizant of DI as best practice for all students. From struggling learners to advanced learners, DI instruction meets students at their current level of readiness, establishing appropriate support systems to facilitate them in transitioning to “a new level of competence and confidence” (Sousa & Tomlinson, 2018, p. 93).
Critically reflecting on our interpretations of conceptual relationships facilitates our understanding DI as best practice for all students. When we understand DI as best practice, we next consider how to effectively implement it; this leads us to the question of how to balance our time.
Prep Time and Competing Time Demands
One of the primary concerns that teachers express is how to balance their limited prep time with the time needed to effectively differentiate instruction for
a large number of students with diverse needs, all in addition to the many other competing demands placed on teachers’ time (Sousa & Tomlinson, 2018; Westman, 2018). This concern is understandable, especially as effective DI builds upon a foundation of positive relationships; a safe learning environment; a growth mindset; and a quality curriculum (Sousa & Tomlinson, 2018; Westman, 2018).
DI is learner-centered, relevant, authentic, and engaging. DI is responsive instruction (informed by assessment, especially continual formative assessment). Effectively implementing DI requires a community effort and a shared vision of equitable teaching and learning.
Instruction can be differentiated by content, process, product, and learning environment (in response to student readiness, student interest (student voice and choice), and student learning profiles). Differentiation can be achieved through a variety of instructional strategies (Sousa & Tomlinson, 2018; Westman, 2018). When teachers reflect on what DI is (and can be), as well as what is needed for its effective implementation—all at once—it can be overwhelming.
Transforming Overwhelming into Manageable and Sustainable
There is good news! As teachers progress through the course, many realize that they have already been
implementing DI—because DI is responsive instruction—and responsive instruction is good teaching. The learning experience increases students’ cognizance of DI, empowering teachers to be more systematic and effective in its implementation. Moreover, as Westman (2018) writes, “differentiation becomes easier and more efficient [for you and your students] the more times you do it” (Westman, 2018, p. 59), facilitating its management. Both goal setting and gradual integration of DI into teachers’ existing pedagogies also mitigate feelings of overwhelment while fostering sustainability. Lastly, remember that teachers are not alone in creating a differentiated classroom or being responsible for its success. Creating a differentiated classroom is a collective endeavor that requires commitment and contributions from all members of the classroom community. With teacher leadership and support, students learn to understand what it means to construct a differentiated classroom and why it matters (Sousa & Tomlinson, 2018).
With each assignment, teachers incorporate more layers of differentiation into their instruction. For example, when teachers develop their first differentiated lesson plan, they work with a partner and focus on differentiation by content, process, product, and learning
environment. For their next assignment, teachers independently develop two differentiated lesson plans, focusing on differentiation by content, process, product, and learning environment in response to student learning profiles and student interests (or student voice and choice). After completing these assignments, one student shared the following insight:
The part that I found most interesting was that after completing the first lesson, I was able to use what I had come up with for that lesson to guide my differentiation and planning for the second lesson. This not only made my planning of the second lesson easier and go more quickly, but it also provides consistent and familiar differentiation choices for students that will result in a predictable and routine lesson structure without losing the novelty of learning new skills and content. (Student, personal communication, 2024-25)
In the next section, I consider the relationship between DI and the ASCD Whole Child Approach to Education (ASCD, 2013). To illustrate their alignment, I share an example from the course I teach. Lastly, I include useful tips for implementing DI (Table 2).
Differentiated Instruction and the ASCD Whole Child Approach to Education
Being attentive to the whole child is the foundation on which student-driven differentiation is built.
— Lisa Westman, Student-Driven Differentiation
DI and the ASCD Whole Child Approach to Education are two distinct, yet mutually reinforcing, teaching and learning frameworks. By supporting teachers in differentiating instruction, we support them in serving students through the whole child tenets (Table 1).
In the following example, a teacher expresses her concern for how her students perceive and respond to DI.
A teacher’s dilemma:
Making my classroom overall a differentiated learning environment can be tricky. My students are so aware of other people and what they are doing in class, that giving them different tasks or different tools/ways to complete tasks is noticed… [S]tudents care that what they are doing is ‘fair’ and ‘equal’—which I know is impossible in educational settings when trying to differentiate. (Student, personal communication, 2024-25)
A potential solution:
Having developed a better understanding of DI, the teacher has a conversation with her students about the difference between equity (fairness) and equality (sameness). She uses a student-friendly illustration to support her students in understanding a complex concept (Figure 1). The teachers and students talk about how DI promotes equity (fairness). Students begin to better understand what DI “looks like” and why it is important.
This scenario exemplifies how through supporting teachers in differentiating instruction, we support them in serving students through the whole child tenets (Table 1). I began this article with a discussion on the need to critically reflect on how we interpret conceptual relationships. In this example, the concepts of equity and equality are conflated; this is more than a matter of semantics because the conceptual conflation has real-world consequences. Without teacher intervention, the students may continue to interpret the differences they observe in their classroom as unfair, eliciting a negative response. A teacher who understands equity as a cornerstone of DI can use this as a teachable moment. In isolation, a single conversation is unlikely to have a lasting impact on students. Ideally, the
teacher and students would engage in this vein of conversation from the beginning through the end of the school year.
With ongoing guidance and support from their teacher, students will be more likely to understand the “nature and purpose of a differentiated classroom” (Sousa & Tomlinson, 2018, p. 9). As students’ understanding of differentiation
grows, they can begin to support their teacher and one another in creating and sustaining a “classroom that works for everyone” (Sousa & Tomlinson, 2018, p. 185) and practicing “mutual respect for individual differences” (ASCD, Tenet 2.8). When students observe differences in their classroom, they will be more likely to interpret them as fair, eliciting a positive response.
(www.researchgate.net/figure/Equality-and-Equity-The-left-image-shows-equalsupports-for-all-three-people-but-the_fig1_365947424). CC BY 4.0.
FIGURE 1: Equality and Equity
Table 1
Aligning Differentiated Instruction and the ASCD Whole Child Tenets
Differentiated Instruction
● An invitational learning environment is safe, challenging, and supportive for each student (Sousa & Tomlinson, 2018).
● “Each student is worthy of dignity and respect and should have access to the best learning opportunities a school can offer” (Sousa & Tomlinson, 2018, p. 12).
● Teachers “guide students in understanding the nature and purpose of a differentiated classroom” (Sousa & Tomlinson, 2018, p. 9).
● Teachers help “students develop an understanding of what it means to design and create a class to work for each student” (Sousa & Tomlinson, 2018, p. 13).
● “Quality curriculum is authentic” (Sousa & Tomlinson, 2018, p. 62).
● Authentic curriculum “tends to engage students because of its obvious relevance to the real world” (Sousa & Tomlinson, 2018, p. 62).
● “The teacher also involves students in understanding their formative assessment outcomes so they can plan their own successful next steps” (Sousa & Tomlinson, 2018, p. 12).
● Group students strategically (Westman, 2018, p. 68).
● Achieve student-driven differentiation through experiential learning (Westman, 2018).
● “Make student ownership part of the classroom culture” (Westman, 2018, p. 115).
● Guides “students in setting their own goals” (Westman, 2018, p. 119).
● Encourage “Student tracking of progress toward mastery” (Westman, 2018, p. 117).
ASCD Whole Child Tenets
ASCD Whole Child Tenet #2 Safe
● 2.0 Each student learns in an environment that is physically and emotionally safe for students and adults.
● 2.4 Our students feel valued, respected, and cared for and are motivated to learn.
● 2.8 Our school upholds social justice and equity concepts and practices mutual respect for individual differences at all levels of school interactions—student-to-student, adult-to-student, and adult-to-adult.
ASCD Whole Child Tenet #3 Engaged
● 3.0 Each student is actively engaged in learning and is connected to the school and broader community.
● 3.1 Our teachers use active learning strategies, such as cooperative learning and project-based learning.
● 3.6 Our curriculum and instruction promote students’ understanding of the real world, global relevance and application of learned content.
● 3.7 Our teachers use a range of inquiry-based, experiential learning tasks and activities.
● 3.8 Our staff works closely with students to help them monitor and direct their own progress.
● 3.9 Our school expects and prepares students to assume age-appropriate responsibility for learning through effective decision making, goal setting, and time management.
● DI is responsive instruction.
● “Using assessment information to help the teacher and students understand a learner ’s current proximity to essential knowledge, understanding, and skills is the compass for differentiation” (Sousa & Tomlinson, 2018, p. 9).
● “When ongoing assessment data indicate a student is confused, has learning gaps, or has already mastered essential knowledge, understanding, or skills, the teacher should use that information to plan for upcoming instruction to move each learner ahead” (Sousa & Tomlinson, 2018, p. 9).
● Teachers forge “meaningful connections with the learner” and bring “students together in a mutually supportive community or team of learners” (Sousa & Tomlinson, 2018, p. 9).
● “[I]nstruction and assessment should have a central focus on… a curriculum designed to teach up (Sousa & Tomlinson, 2018, p. 9).
● Teachers believe “that everyone in the class is capable” (Sousa & Tomlinson, 2018, p. 12).
● “[E]ach student is worthy of a high-quality curriculum with a clear focus on student understanding” (Sousa & Tomlinson, 2018, p. 184).
Figure 1 Equality and Equity
ASCD Whole Child Tenet #4 Supported
● 4.0 Each student has access to personalized learning and is supported by qualified, caring adults.
● 4.2 Our teachers use a range of diagnostic, formative, and summative assessment tasks to monitor student progress, provide timely feedback, and adjust teaching-learning activities to maximize student progress.
● 4.3 Our school ensures that adult-student relationships support and encourage each student’s academic and personal growth.
ASCD Whole Child Tenet #5 Challenged
● 5.1 Each student in our school has access to challenging, comprehensive curriculum in all content areas.
● 5.4 Our curriculum, instruction, and assessment demonstrate high expectations for each student.
Table 2
Useful Tips for Implementing Differentiated Instruction
Useful Tips for Implementing Differentiated Instruction
● Bear in mind what DI is not—all things to everyone.
● Bear in mind what DI is not—all things to everyone.
● Remember that DI meets the needs of individual students and groups of students (Sousa & Tomlinson, 2018; Westman, 2018).
● Gradually integrate DI into your existing pedagogy.
● Gradually integrate DI into your existing pedagogy.
● Set context- and assessment-based goals that are measurable, achievable, relevant, and time-bound.
● Extend to yourselves the same compassion that you extend to your students. Table 2
● Remember that DI meets the needs of individual students and groups of students (Sousa & Tomlinson, 2018; Westman, 2018).
● Set context- and assessment-based goals that are measurable, achievable, relevant, and time-bound.
● “Set a goal that builds upon your strengths” (Westman, 2018, p. 156).
● Hold yourself accountable through regularly monitoring your progress toward achieving your goal(s)—not whether or not you achieved them.
● “Set a goal that builds upon your strengths” (Westman, 2018, p. 156).
● Hold yourself accountable through regularly monitoring your progress toward achieving your goal(s)—not whether or not you achieved them.
● Celebrate and share your successes.
● Celebrate and share your successes.
● Embrace your mistakes as learning opportunities, demonstrating a growth mindset for your students.
● Embrace your mistakes as learning opportunities, demonstrating a growth mindset for your students.
● Share your challenges, demonstrating your humanity and modeling strength through vulnerability for your students.
● Adjust your goal(s) as needed and continue on your journey, demonstrating resilience and perseverance for your students.
● Share your challenges, demonstrating your humanity and modeling strength through vulnerability for your students.
● Remember your reason for setting your goal(s)—to support your students
● Reflect on what you have learned.
● Adjust your goal(s) as needed and continue on your journey, demonstrating resilience and perseverance for your students.
● Remember that planning DI “becomes easier and more efficient the more times you do it” (Westman, 2018, p. 59).
● Remember your reason for setting your goal(s)—to support your students
● Reflect on what you have learned.
● Continue to set new goals.
● “Step out of your comfort zone” (Westman, 2018, p. 59).
● Remember that planning DI “becomes easier and more efficient the more times you do it” (Westman, 2018, p. 59).
● Continue to set new goals.
● “Step out of your comfort zone” (Westman, 2018, p. 59).
● Extend to yourselves the same compassion that you extend to your students.
Lee, P. (2024, March 5). 4 research-backed ways to differentiate instruction. NWEA. https://www.nwea.org/ blog/2024/4-research-backedways-to-differentiate-instruction/
Sousa, D. A., & Tomlinson, C. A. (2018). Differentiation and the brain: How neuroscience supports the learnerfriendly classroom. Solution Tree Press.
Tomlinson, C. A. (2000). Reconcilable differences? Standards-based teaching and differentiation. ASCD. https:// ascd.org/el/articles/reconcilabledifferences-standards-basedteaching-and-differentiation
Westman, L. (2018). Student-driven differentiation: 8 steps to harmonize learning in the classroom. Corwin.
Nicole D. Ortegón, Ph.D. is an Associate Professor of Curriculum and Instruction at Concordia University Chicago (CUC). She is Program Leader of the CUC Doctoral Program in Curriculum and Instruction and Masters Programs in Curriculum and Instruction, Curriculum and Instruction with a Concentration in Trauma and Resilience, and Differentiated Instruction. She has taught courses in Education at the university level for nearly fifteen years.
Dr. Ortegón formerly taught fifth through eighth grade Reading, English, Social Studies, Science, and Religion at St. Paul Lutheran Church and School in Chicago’s Austin neighborhood. She also has experience in instructional coaching, study abroad, and education outreach.
Whole Child Tenet #4
Supported
Each student has access to personalized learning and is supported by qualified, caring adults.
1. Our school personalizes learning, including the flexible use of time and scheduling to meet academic and social goals for each student.
2. Our teachers use a range of diagnostic, formative, and summative assessment tasks to monitor student progress, provide timely feedback, and adjust teaching-learning activities to maximize student progress.
3. Our school ensures that adult-student relationships support and encourage each student’s academic and personal growth.
4. Each student has access to school counselors and other structured academic, social, and emotional support systems.
5. Our school staff understands and makes curricular, instructional, and school improvement decisions based on child and adolescent development and student performance information.
6. Our school personnel welcome and include all families as partners in their children’s education and significant members of the school community.
7. Our school uses a variety of methods across languages and cultures to communicate with all families and community members about the school’s vision, mission, goals, activities and opportunities for students.
8. Our school helps families understand available services, advocate for their children’s needs, and support their children’s learning.
9. Every member of our school staff is well qualified and properly credentialed.
10. All adults who interact with students both within the school and through extracurricular, cocurricular, and community-based experiences teach and model prosocial behavior.
Kari Pawl
Supporting All Students: Learning by Doing
“Learning is the process whereby knowledge is created through the transformation of experience.” (Kolb, 1984, p.38).
These words from theorist David Kolb describe an instructional method known as learning by doing. This method of teaching provides opportunities for individuals to construct meaning through active engagement and reflection of their learning experience. Educators can implement this active learning method to strengthen students’ understanding and recall of content.
In this article, attention is given to the Whole Child Approach (2013) Tenet # 4 Supported: Each student has access to personalized learning and is supported by qualified, caring adults. More specifically, this tenet will be discussed through the experiences of a university professor teaching a writing course to in-service teachers enrolled in a graduate literacy education program.
Scenario
Consider the following scenario explaining a course assignment for learning the components of the writing process through Writing Workshop.
A practicing teacher enrolls in a graduate program to become a literacy leader. The focus of the course is on
writing theory and best practices in instruction. Research shows that there is not a one size fits all approach to teaching writing and that key factors include volume, choice, modeling, and feedback (Gallagher, K, & Kittle, P., 2023). While the course readings and discussions stimulate thinking, engaging in learning by doing (Kolb, 1984) activities provide authentic opportunities for graduate students to walk in the shoes of other educators and students. Therefore, for several weeks, the graduate student
and completes the actual assignment of learning the writing process through Writing Workshop. They experience, first-hand, the steps, which include planning, drafting, sharing, evaluating, revising, editing, and publishing (Severs, 2018). By using mentor texts as models, the graduate student integrates key understandings, like the use of imagery, voice, and perspective and applies their new learning when composing a story, poem, letter, or similar work. After planning and drafting, their writing
Part Two, the graduate student creates a reflective journal to capture their experiences as a writer of their own work and a reader of their peers’ compositions.
participates in Writing Workshop. They allocate time each day to engage in the writing process and participate in coaching conferences. The graduate student has choice in the topics they feel comfortable writing about and receiving feedback on. They also read, reflect, and respond to their peer’s work. Throughout the course, the university professor creates a safe learning environment that promotes student growth, engagement, and success.
When examining the scenario, there are two parts to further unpack. Part One, the graduate student is the writer
sample is shared to gather specific feedback on areas of strength and refinement. While the expectations are the same for each graduate student, teaching and coaching are personalized to address their individual needs, interests, and learning styles.
Experiencing Writing from My Own Students Lends Great Perspective
Part Two, the graduate student creates a reflective journal to capture their experiences as a writer of their own work and a reader of their peers’ compositions. From the perspective of the writer, they record their personal
reactions including successes, what went well in their writing, and challenges, such as experiencing writer’s block. They also reflect on the quality of the feedback they receive from peer coaches. Constructive feedback helped to improve their skills and move them forward in the writing process. From the perspective of the reader, the graduate student shares their experience of learning how to provide authentic feedback to support and instruct their peers. For some, coaching was an easy task, and for others, an uphill climb.
Furthermore, walking in the shoes of the writer and the reader allows the graduate student to reflect on the reciprocal relationship between reading and writing. For example, what did the reader do to support the writer, and in turn, what did the writer do to support the reader? Equally important is giving careful thought to ways the learning environment supports their academic and emotional needs. Graduate students overwhelmingly reported that having a positive classroom culture made them feel safe in expressing their ideas, collaborating with others, and seeking help. They also commented on the benefits of being an active learner rather than a passive recipient of information. Thus, the learning by doing approach was effective.
The overall course experience of teaching the writing process through Writing Workshop mirrors what is expected of the teacher and children in the classroom. As Gallagher and Kittle (2023) wrote, “We teach a process that writers apply across tasks and intentions, regardless of content area, and teachers must write to understand what writers need” (p.277).
Over the course of several weeks, the graduate students studied and applied theory, and shared their knowledge with others. They supported their peers and gained empathy for what is involved in acquiring a new concept. This knowledge and experience can be used to instruct others, whether this is colleagues or children, on learning by doing.
Direct Whole Child Connections
The fourth tenet of the Whole Child approach discusses the importance of providing personalized learning and being supported by a qualified, caring adult. In this circumstance, the university professor is qualified to teach the content and is a caring, empathic person who wants the graduate student to be able to take what is taught in the course to their professional life. Similarly, the graduate student now feels equipped to become the subject matter expert and knows how to create a supportive learning environment because of
the knowledge they gained from the transformation of experience. While this article described how a university professor created an active learning environment to support graduate students learning about the writing process, this experiential approach is applicable to teaching and learning in schools and classrooms.
As a practitioner and thought leader, consider the ways in which you and your teams are already providing opportunities for students to experience collaborative, hands-on learning and in what ways your practices can be enhanced.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Severs, A. (2018, December 8). The 7 stages of the writing process. Bradford Research School. https:// researchschool.org.uk/bradford/ news/the-7-stages-of-the-writingprocess
Gallagher, K. & Kittle, P, (2023) Best practices in teaching writers. In Morrow, M., Morrell, E. & Casey, H.K. (Eds.). Best practices in literacy instruction (7th ed., pp 274-292). Guilford Press.
Dr. Kari Pawl is a full professor and Chair of the Division of Teaching and Learning at Concordia University Chicago. She is a dedicated educator with extensive experience in education, specifically in the field of literacy. Dr. Pawl’s areas of expertise include curriculum development, program evaluation, instructional methods, and assessments. She currently serves as a program leader in the Master of Arts in Reading Education and Reading Endorsement Programs and in the Reading, Language and Literacy doctoral program.
Book Review
What Can I Take Off Your Plate: Structural-and Sustainable-Approach to Countering Teacher Burnout
by Jill Handley and Lara Donnelly
Teacher burnout is not mythical. Whether we want to admit it or not, we all know a teacher who has suffered or is currently suffering from a general feeling of malaise and fatigue, often known as burnout. In fact, 15% of teachers in the U.S. resign every year. (Rankin, 2016.) 41% of teachers in the first five years of their career resign. (Rankin, 2016.) And, almost $7 billion is spent every year on the impact of teacher turnover. (Luhomobo et al., 2023.) You might be interested in this book if you
are an educational leader who is also experiencing this personally or with the teachers you are supporting.
As an educational leader, you should add this book to your toolbox as it is a practical and welcome addition to the literary bookshelf. In every chapter, the authors outline helpful and easy-touse strategies for leaders to use with staff. Each chapter includes a “burnout challenge,” quality graphics, “ThinkAbouts,” and resources. The book’s first part emphasizes the importance of
Click the cover to view on ASCD's website.
Review by Dee Ann Schnautz
having systems and structures in place to combat low teacher motivation and satisfaction. It asks questions about what takes up the most teacher time and how to decide which of those issues are least important. It asks what integrated systems we can implement so teachers can do the most critical work. The gift of time is something that takes time to figure out. The book provides practical sample schedules and ideas for giving teachers back the gift of time. It also provides helpful examples of how to communicate more effectively and efficiently.
Part Two focuses on systems and structures but emphasizes supporting the whole teacher. ASCD has a “Whole Child
teachers. Peer observations and coaching sessions are also encouraged. While work-life balance may seem unachievable, this chapter permits teachers to set a “quitting time” and encourages them to stick to it. By turning on “Do Not Disturb,” deciding what is an emergency and what can wait, and encouraging teachers to truly be present with family and friends; these ideas help teachers healthily manage their worklife balance.
Daily sustainability is essential to ensuring the systems you have in place are working.
Focus,” and this book takes an even more expansive look at “Whole Teacher Focus.” Support inside the classroom focuses on the emotional well-being of students first and content second. It also provides other strategies to support teachers with student behavior, such as push-ins, MTSS, trauma training, schoolwide support plans, and a consistent administrative team.
Part Two provides some tools for coaches to support “Individualized Professional Development (IDP) Structures” for
Part Three focuses solely on “Immediate Action to Triage Emotional Labor and Exhaustion.” This chapter includes strategies principals can immediately use to show staff how much they are appreciated throughout the year. Education is a serious business, but having fun is essential. If you aren’t a party planner, this section will provide some innovative ideas to use with your staff so you can start having some fun and celebrating some wins. Daily sustainability is essential to ensuring the systems you have in place are working. Combatting teacher and substitute shortages is also covered. It suggests the importance of teacher input and building relationships with subs.
This is an excellent, practical book for educational leaders to use as they try to “take some things off of teachers’ plates” and create a healthy environment for staff and students. I highly suggest reading the book and implementing the strategies.
Dee Ann Schnautz, Ph.D. is the founder of Spur Us On Services, LLC which provides mentoring, coaching, training, and speaking to educational leaders who second-guess themselves and worry if
they are doing “enough.” Dee taught in a rural school in a combined second and third-grade classroom. She then served as a teacher and an assistant principal in a middle school, was a K-3 building principal, and served as a director of curriculum, instruction, and assessments in the district office. During that time she saw the challenges educators face. She is dedicated to helping leaders and teachers further develop their leadership and teaching skills through quality professional development, coaching, and speaking.
Resource Corner
STUDENT-CENTERED, TEACHER-CENTERED, AND RELATIONSHIP-DRIVEN COACHING
There are many approaches to instructional coaching. The above figure compares Student-Centered Coaching with other approaches based on a variety of factors. READ MORE...
SUPPORTING TEACHERS IN IMPLEMENTING PROFESSIONAL LEARNING
A look at some ways schools and districts can provide ongoing support as teachers use new strategies in the classroom. READ MORE...
3 HABITS OF HIGHLY EFFECTIVE TEACHER TEAMS
When teachers meet as teams, writes consultant Elisa B. MacDonald for ASCD, they learn to “cultivate diverse perspectives, ground disagreement in text-based ideas (not personal attacks), promote intentional data use, and focus team meetings on what collaboration is ultimately about—improving student learning.” READ MORE...
WHAT PRINCIPALS CAN LEARN RIDING THE BUS
They’ll get to know the drivers and the students—and the interaction between them... READ MORE...
4 THINGS PRINCIPALS CAN DO (AND 4 THINGS THEY SHOULDN’T) TO BUILD RELATIONSHIPS
WITH
TEACHERS
Redding has studied teacher participation in school improvement, and found that when teachers are involved in the design process of a new school program, there is more buy-in among the entire staff. READ MORE...
WHAT DOES AUTHENTIC TEACHER SUPPORT LOOK LIKE?
Here’s some advice for school leaders who want to keep great educators in the classroom, followed by tips for teachers to get the support they need. READ MORE...
AI FOR TEACHER SUPPORT
The role of AI; applications for support; 10 real-life use cases. READ MORE...
HOW TO BUILD A SUPPORT SYSTEM AT SCHOOL AS A NEW TEACHER
If you want to survive and thrive, you need to build a support system for yourself within your school. READ MORE...
CONTINUE TEACHING: 9 TIPS TO SUSTAIN YOUR LOVE OF TEACHING
In this post, I’m going to share with you my top 9 tips for sustainability in teaching. I’m not talking about how to teach about environmentally friendly practices, although that would be amazing. This is a post about what you can do to make sure you continue teaching with love and passion even after the—sorry to be harsh— idealism wears off. READ MORE...
TEACHING IN THE US VS. THE REST OF THE WORLD
Teachers in America have a uniquely tough job. But it doesn't have to be that way. WATCH THE VIDEO...
Judy Judy
The Power of Cadre: Building Trust, Purpose and Talent Together
How can cadres build trust and hope?
Wouldn’t it be great if every teacher was a member of a team where positivity reigns, you feel your expertise and ideas are important and wanted, and you collaborate with colleagues to learn from each other?
A cadre explores innovative ways to respond to current challenges. A cadre empowers you with a new passion for curiosity. Cadre colleagues have your back and have the expertise to help take on complex, ill-structured problems. Everyone’s voice is heard, valued, and influential. It’s exciting, energizing, and hopeful.
What makes the difference?
Most importantly, you are passionate about being the best teacher you can be. Cadres combat the feeling of isolation and feed the need to connect with others who share your concerns. There is an expectation and permission to try new ways of seeing and doing. Learning goes beyond memorization to engaging students in problem-solving. A supporting, mentoring coach creates an environment for this to happen. Diverse ideas, expertise of the group, and purposeful work are the sparks that light your intellectual fire. You become an influencer of your own growth and that of your colleagues.
Is this even possible?
The cadre has a vision of being a change agent and a mission of making good better. Cadres function in different contexts, including intermediate agencies focused on staff development, regional Education for Employment
Change happens when there is a sense of urgency. Intermediate agencies are uniquely positioned to support school districts using the cadre model. Leadership begins by listening to teachers’ concerns for students. Create a structure where teachers from diverse
Create a structure where teachers from diverse districts explore what best practices would look like...
systems focusing on Career and Technical Education, and local schools looking for ways to help students address the question: “Who am I?” “Where do I want to go?” “How will I get there?” “What difference will I make?”
Start with identifying an area where you would like to see change for yourself and your students. Team learning is central, including thinking insightfully about complex issues. Integration of knowledge, skills, and solutions across disciplines is embedded. Coordinated, innovative action is valued. Intellectual dialogue transforms into workable solutions. Common sense and goodwill are foundational in establishing an intellectually and emotionally safe place. Cadres are open to the unexpected and empower change. Talents grow and change is celebrated.
districts explore what best practices would look like to find solutions to issues related to post-COVID, social media, interpersonal relationships, online learning, technology, and accountability for learning.
Insight and Impact: Focus for Intermediate Agencies
Our experience validates that a teacher-driven system of strategic change succeeds because it addresses teacher identified instructional issues, emphasizes teacher concern-based talent development, establishes a network of supportive educators, and marshals internal and external resources of support. Cadre members lead the investigation needed to gain knowledge, understanding, and skills. Often underlying assumptions are challenged, creating internal tension,
Clear Focus Sense of Urgency OwnershipProblemofthe Desired Outcomes
Coordinated Action
Cross Disciplinary Replicable
Accountable
Purpose
Talent Development
Concerns-Based
Share Existing Talents
External Expertise Continuous
Research
leading to new ways of seeing and doing.
Cadres emphasize face-to-face dialogue, incorporate adult learning techniques, and base their meeting schedule upon need rather than a fixed schedule. Typically a cadre meets six to eight times per year. Members see their engagement as a continuing capacity building process.
Talent development meets teachers where they are professionally. A primary
Dialogue Analysis Synthesize
goal is to create a learning organization (Senge 2006) that self-perpetuates a mindset of continuous improvement. Cadre members emerge as leaders intent on replicating their experiences so others can experience this transformational change. A skilled facilitator assists the cadre’s work. They help to clearly define the issue to be researched, manage resources needed including space, time,
and financial support, and bring to the table research and experts in the field. They provide professional development that will support high-performance teamwork. The Concerns-Based Adoption Model (AIR 2015) provides a framework to monitor stages of change.
Purpose and Talent Development: Focus for Agencies with Specific Programs
Doing purposeful work driven by teachers who embrace discovery, value self-directed professional growth, and collaborate with colleagues across twenty school districts to ensure high quality Career and Technical Education (CTE) programs are central elements of the Valley Education for Employment System cadres. CTE cadres meet
support, knowing how to adapt to new information, and engaging in ongoing talent development have created a sense of ownership and belonging that has become institutionalized. It’s baked into the system.
Purpose and Influence: Focus on Student Empowerment
Transforming how educators see their role and how students view their mission of purposeful living has been the driving force of Living miDream. A cadre of teachers and counselors helped design and deploy a new way of seeing personal and career development for students and themselves. External environmental scanning, looking for emerging social, technological, and career trends,
...often teachers and students learn together and develop deeper professional relationships.
quarterly during the school day. The sense of urgency is to always be looking for changes in the workplace and postsecondary requirements that impact the curriculum for future job skills. Cadres form business partnerships and articulate curricula with post-secondary institutions. Leadership creates an expectation of needing to stay current and discover new approaches. Building mutual respect and
opened their hearts to a paradigm shift in their professional role. They tap their professional and personal talents and share their expertise. Intentionally connecting purpose, passion, and possibilities to strategically create experiences for students to explore their individual pathways empowers students to chart their own course of action. New supportive networks form among
students and teachers. Cadre members feel a renewed sense of purpose and acknowledge their own talents and the talents of colleagues. A unique feature is that often teachers and students learn together and develop deeper professional relationships. Students report they have priority time to focus on themselves with caring people, and they own the results. The cadre framework creates a culture of curiosity, fosters research-based design, and results in a plan of action. Watchwords are discover, develop, and empower.
Cadres create supportive professional relationships built upon collaborative curiosity that achieves original results. Cadres engage educators in purposeful work focusing on compelling issues they face. Cadres engage a group of educators searching for innovative solutions to shared concerns. They come together with a clearly defined purpose to research, learn, and lead. Creating an environment of trust, mutual support, and capacity building, where professionals share their talents, and celebrate success, are central to the power of the cadre model. Creating opportunities for dialogue among those with common interests establishes a culture where talents will grow, networks develop, and solutions emerge. Connecting cadres across disciplines and topics leverages knowledge, understanding, and skills for higher-level outcomes. Paradigm
shifts happen, leading to greatly improved growth experiences for students. “There is a need to think insightfully about complex issues. There is a need for innovative, coordinated action. There is a role for team members on other teams. (Senge 2006).”
What’s In
It for Me? (WIFFM). Moving from “me” to “we.”
Cadres are a powerful process that:
• builds a sense of community and connectedness;
• addresses compelling issues of importance to educators;
• establishes an intellectually safe environment for dialogue;
• creates positive tension for change;
• are pro-active and action-oriented;
• grows talent and talented leaders;
• energizes change through purposeful influencers and;
• nourishes our internal desire to do better by ourselves and others.
How you see the world matters. With cadres, a synergy develops where the whole is greater than the parts. Cadres create an opportunity for individuals with like-minded purposes to commit their minds and hearts to seeking solutions to compelling issues. “Ah-ha” moments happen, often resulting in effective change both individually and systemically. Think of being a curiosity collaborator,
a part of a thoughtful group clarifying, researching, learning, and acting to improve teaching and learning. Effective leaders engage in environmental scanning, watching for emerging trends, and listening intently to internal issues teachers are concerned about. Artful leaders know how to use the cadre process to build organizational capacity to address both. The cadre process is an impactful way to grow talent, insightfully address complex issues, and build systemic thinking.
References
American Institutes for Research. (2015, December 8). CBAM: The ConcernsBased Adoption Model https://www. air.org/resource/cbam-concernsbased-adoption-model
Covey, Stephen R. (2020) The Seven Habits of Highly Effective People: 30th Anniversary Edition. Simon and Schuster.
Pink, Daniel (2011) Drive: The Surprise Truth About What Motivates Us. Perfection Learning Corporation.
Senge, Peter (2006) The Fifth Discipline: The Art & Practice of The Learning Organization. Doubleday.
Judy Judy’s motto of “making good better” is her way to make change happen. Judy is a designer, cadre entrepreneur, wellness coach, trainer of trainers, former Educational Service Center Director, and National Diffusion Network consultant.
Roger Sanders believes opportunities build capacity and purpose is powerful. Roger is a program designer, instructional materials developer, leader in equity education, and recipient of the Illinois Peace Leader Award. He is a former Superintendent and Career and Technical Education EFE Director.
Toni Wierig
A New Chapter
This school year already has brought many changes to our school, the school community, and myself as a teacher and a parent at the school. Our principal retired, bringing in a new principal, which raised many questions and concerns about job security, changes, and the overall dynamic of our school. Personally, I changed from teaching Physical Education and Health to teaching 6th Grade Math, 7th Grade English, and 8th Grade Literature, which was a major adjustment from Physical Education! Though these new subjects align more with my degree, I still felt a sense of excitement with a bit of feeling overwhelmed. While I was excited for my new role, I was particularly excited for my 8th Grade Literature class because I am an avid reader and I want to share my love for reading, especially books with diverse authors and main characters, with my students.
As I began looking into the curriculum and scoping out TeachersPayTeachers, my sense of ‘curriculum overload’ kicked in. On one of our first in-service days, a former teacher at the school, who is our Resource Teacher, came to me with excitement and words of encouragement. She previously taught the Literature class I am currently teaching, and has been such a helping hand and my soundboard throughout this process. This teacher has been inspirational to me to try new ideas and also gives me positive feedback and constructive feedback as well. I have used her, whether she realizes it or not, as
my mentor thus far since before the school year began. I have leaned on her for support with my frustrations with curriculum, and bouncing off ideas from a Dystopian Book club to a Living Wax Museum for new ideas for my classes. She always responds with so much excitement about my ideas, that I get even more excited, and have a sense of reassurance that, I can do this!
Though as a team at my school, we are all working together to make our school changes all positive, and have truly grown the last two months as a team, my ‘mentor’ has been my saving grace. Lucia Ballas Traynor once said, “The mediocre mentor tells. The good mentor explains. The superior mentor demonstrates. The greatest mentor inspires!” This sums up my mentor who has encouraged, inspired, and fostered an environment that I am excited to teach in and be part of.
Toni Wierig has been teaching for almost 20 years in a variety of settings and grades from kindergarten, physical education, and currently, math, language arts and literature. With her passion for education and meeting the needs of her students, Toni has strived to provide students with differentiated instruction and a safe and calm atmosphere. When she not teaching, Toni enjoys traveling, yoga, and spending time with her family and friends. She also enjoys presenting at conferences! This year she will present at IdeaCon and the Illinois Kindergarten Conference with the topic of Social Emotional Learning: Yoga and Emotional Intelligence.
Meredith Schilsky
District 104 Pre-K's Top 9 Secrets to ENSURE The Best Happens
It's your first day of school and you have never been before! You are bubbling with excitement and you are nervous—even if naming that feeling is new. Your grownup from home feels EXACTLY the same. Those first few moments, with those new school grownups, can make or break your educational journey! Pre-K teams know this all too well and ours, a Pre-K for All Program
Our team is truly a team, picking up where one person left off to ensure that students feel excited about a new person coming to help them.
with a Gold Circle of Quality Rating and 190 students, work tirelessly to ensure that the beginning of your school journey is safe, happy and connected! We have some secrets to share about our success and it all starts with the reframe—What's the BEST that could happen?!
All Hands on Deck...Everywhere!
You know how it goes the first few days—extra staff support is needed in the hallway and classrooms. We gather little ones, reassure parents and reinforce routines. Suddenly, two weeks in, that extra support
can disappear. Not for us! Each day, our 18-person team comprised of teachers, paraprofessionals, a social worker and an administrator is always present. We move amongst classrooms and with students seamlessly—calling the carline, signing in students, transitioning, playing and responding to radio calls (bathroom breaks or bigger concerns) as a team. We cover for each other when students (or staff) need a moment to breathe. There is nothing that falls squarely to one person or one role. Our team is truly a team, picking up where one person left off to ensure that students feel excited about a new person coming to help them.
Common Language—in Both Languages—Even on the Radio
Students enter Pre-K with a range of language exposure and development. Knowing this, our staff uses the same terminology when talking to students about safe and unsafe choices, the classroom environment, transitions in the hallway and school and even on our radios. Since our staff does move from space to space to work with students, it is important that we all use common language to address students. This happens in both English and Spanish, as some classrooms are dual-language. Since some students enter the program with language delays, sign language is commonplace in each classroom and
is taught to all students, not just those who struggle with speaking. Common language is essential to the success of our program!
Sharing Resources Upon Request—But Also Just Because!
We LOVE teacher autonomy to use the tools and resources they are most passionate about. We LOVE shared tools and resources. Staff can be seen sharing activity ideas, posters for circle time, supplies for centers, new songs, visuals for student success and anything else you may need. Sometimes staff observe this being used in one setting and make a request for the same tool. But most of the time, staff openly offer drop-off and email tools that the entire team can use. We work to ensure that all tools are accessible for students to create a cohesive learning environment.
Out-Of-The-Box Solution Seeking
Working with kids can be a puzzle. What typically works, what worked yesterday, or even what worked ten minutes ago, is no longer a viable solution to support learning and growing. This is when we head to the table, with the FULL team and talk about the ways we can support our students, even with the most outof-the-box strategy. We work hard to normalize these solutions so that, if they are put in place to support one student, this solution is accessible to all.
Something is loud—use headphones! Having a big feeling—climb in the tent or ask to use our sensory canoe! Have too much energy—jump it out! When really presented with a “puzzle,” we look at classroom environments, student dynamics, time of day; anything that we can piece together to best support learning. Sometimes the “puzzle” is 10 pieces and slides right into place. Sometimes, we find ourselves returning to the sea of pieces and watching as the picture keeps growing and changing as things fit together. We never abandon it, we just add more “puzzlers” to the team, until the picture is clear.
Centering Student Voice
In Pre-K, you wouldn’t think that centering student voice would be a secret to success, but if you have ever
choices. Additionally, they let staff know what’s new and current and what matters to them. We empower students to advocate for themselves and are often the first spot, outside their homes, to tell them what they think and how they act matters. That they MATTER. That their voices deserve to be heard and celebrated and that they are unique, strong, brave, bold and smart. This is an integral part of building successful students and humans and in Pre-K, we center and celebrate it daily.
Open Conversation with Parents About Successes and the Tough Stuff
Just as we bring all parties together to solve the puzzle, we work to ensure that parents have a complete picture of how wonderful their child is while being transparent about some of the academic,
...it can be hard to hear because you begin to worry about how you, as the adult in this child’s life, may have influenced these tough days.
talked to a strong-willed 4-year-old (or a 4-year-old in general) you know the desire to be heard. Our students are active participants in their educational journey. They are tasked with helping others, preparing the classroom for learning, setting up small group activities and helping peers make positive, safe
speech/language, social/emotional or motor concerns we may have. If you have ever had to share with a parent that their child had an off day, you know how tricky this can be. Parents and caregivers know their children and are rarely surprised by what we share. But it can be hard to hear because you begin to worry about how
you, as the adult in this child’s life, may have influenced these tough days. Our relationships with parents are paramount to our ability to educate their children. Parents trust us to care for their child and in return, we share with them the successes and challenges. Caregivers are our biggest partners in the educational process and we must engage in kind and honest communication with them, not only for their child’s current successes but for the next 15 years of their educational journey. They are part of our team and we all work to ensure the next day is more successful than the previous one.
Through it all, and once everyone is safe and healthy, we find humor.
safety drills to practice for emergency scenarios. We do it with care and a little (or a lot) of sweat. Our radios are always on. We have pick-up lists and emergency contact information with us everywhere we go. We have checks and balances built into our arrival and dismissal plans to ensure safety. We also do all of this while moving amongst the middle schoolers, who share hallways with us. It's a lot, but we do it every day to ensure safe spaces and complete access for our students.
Laughter—Out Loud—A Lot (Even Through the Tears)
Logistics, Logistics, Logistics
Any school is a logistics center. But ours, where our Pre-K program is nestled in the middle of town and in the same building as an elementary and middle school, is a logistics fortress (or nightmare depending on the moment of the day!) and our team and students handle it with grace. We transition all over the building for arrival, dismissal and gross motor. We use hallways for movement breaks. We share the library for sensory breaks. We use the parking lot for a flawlessly-run car line 4 times a day. We participate in multiple
If you haven’t had the urge to cry while working in a school building—you probably are not laughing enough! There is no doubt that the job of educators is hard. Every day, we are responsible for the safety, happiness and education of humans. In Pre-K, this is magnified as many students have not had much experience outside of their homes. Sometimes behaviors escalate, toy bins get dumped and paint gets tossed. Sometimes students aren’t ready for structure. Sometimes they have bathroom accidents. Sometimes they have big emotions. Through it all and
once everyone is safe and healthy, we find humor. Often, you will stop by a classroom or an office and staff will be doubled over belly-laughing, giggling or smirking at something from our day. On our team, it is never intended to tease or diminish hard work, it is always to release and remember that through all these tough spots, there is something special about our youngest learners that keeps us laughing and coming back each day.
Remembering What's the Best That Could Happen in Each Moment of Each Day
Finally, we live by the motto—what's the BEST that could happen? Because almost always, something amazing does. If we lose sight of the best, another team member is there to remind us. We are a team. We are here for kids—now and in the future. We know that some days are
tough—but even then—what's the best that could happen?!
Meredith Schilsky, LCSW, is a school social worker at Cook County School District 104. She has over 15 years of experience working with students, pre-k-12, and specializes in social/emotional learning, social justice, and the changemaking process especially as it relates to professional development for educators and curriculum for students. Meredith is also the Chief Creative Director at a local non-profit that delivers positive social change through the arts and is in the final stages of completing her Doctorate in Education with a focus on diversity and equity at The University of IllinoisChampaign. She is also an avid playground goer- searching for the best swings and slides with her 4-year-old daughter!
Creating a Collaborative Culture for Instructional Coaching Success
When I became an instructional coach, I quickly discovered that success in this position depended on the collaborative relationships that I built with teachers
In my third year as an instructional coach at a K-4 elementary school, I truly understand the importance of leaning on others so they, in turn, feel confident leaning on me.
in my school. Accepting this position meant leaving the comfort of my eighth-grade English classroom and moving to an elementary school full of seasoned teachers. I knew that if I expected teachers to want to learn from me, I had to learn from them first. I relied heavily on the experience and knowledge of the teachers at my new school to adapt my teaching methods and ideology to younger students. By leaning on my new colleagues, I was able to learn from them while also sharing what I knew to support their professional growth. I worked hard to create a culture of collaboration and reciprocity by encouraging
teachers to work together, share what works, and learn from each other. This practice has resulted in valuable learning opportunities for the staff and has also ensured that students continue to show academic growth.
In my third year as an instructional coach at a K-4 elementary school, I truly understand the importance of leaning on others so they, in turn, feel confident leaning on me. When I first stepped into this role, I wasn’t just adjusting to working in an elementary school with only years of middle school experience; I was also helping launch a brand new instructional coaching program in a school district that never had one. At times, this task felt daunting, but having the support of my fellow instructional coaches and a leader with a clear, focused vision made it possible.
I was one of four new instructional coaches in my district who were entering this role for the first time. We each came from different teaching backgrounds and had various years of experience. Still, we shared a common excitement and commitment to developing a coaching program that supported teachers and ensured all students were learning at high levels. When my coaching colleagues and I were learning about effective coaching modules and brainstorming ways to introduce instructional coaching
to our small rural school district, we frequently leaned on each other for guidance when we faced new situations and challenges. We worked together to establish new coaching systems, such as reflecting on our first year to expand our instructional coaching framework, collecting and interpreting coaching data, and helping teachers navigate new district-wide initiatives and curricula. Through our shared experiences, we formed a support system that made us more effective in our work with teachers and students. Our collaboration wasn’t just about solving problems; it was also about being able to lean on one another to make informed decisions in the best interests of everyone involved.
One of my most valuable partnerships was with the other elementary instructional coach in my district. Together, we were able to brainstorm ways to help teachers adopt a new reading curriculum that our schools were in the process of piloting. We both spent a considerable amount of time becoming familiar with this new resource so we could support teachers when they started using it and faced any challenges. When I encountered a challenge that I was unsure how to navigate, like organizing unit plans and resources or analyzing assessment data, I knew I could turn to her. The mutual support became our way of working. We
often shared resources, strategies, and, most importantly, the knowledge that we didn’t have to figure out everything on our own.
We can only fully recognize the unique nuances and differences between middle school and elementary school if we experience them firsthand. The students, the schedule, and the pedagogy are all vastly different for very good reasons. In fact, I may have been more nervous
and went to them often for support in understanding our younger learners and learning effective teaching methods at the elementary level. I co-taught in their classrooms while observing and modeling new instructional strategies. I provided support to teachers in making data-informed decisions and frequently joined grade-level meetings, emphasizing the importance of collaboration and mutual support. During my first year, I learned more from teachers than they
I considered the teachers I worked with to be experts in their classrooms and went to them often for support in understanding our younger learners and learning effective teaching methods at the elementary level.
about transitioning to an elementary setting than shifting from teacher to instructional coach. I knew I was stepping out of my comfort zone into a world with more sticky fingers and impromptu hugs. While my years of middle school teaching gave me valuable insights into working with adolescents and having a solid understanding of the content and vertical articulation in curriculum planning, I knew that elementary education had its own complexities, and I had quite a bit of learning to do.
I considered the teachers I worked with to be experts in their classrooms
did from me. This experience allowed me to establish a foundation for building relationships with teachers and creating a successful coaching culture.
Another way of creating a collaborative culture was to make it a priority to be actively present around the school. This included eating lunch with staff, participating in planning committees, and regularly checking in with teachers, ensuring ongoing support and open communication. Doing this allowed me to understand the school’s culture and learn additional ways that I could aid both teachers and students. I wanted teachers
Amazing things were happening in our schools, and I wanted to create opportunities for our teachers to learn from each other.
to know that I was there to help them, not just as an instructional coach but also as someone they could lean on whenever they needed support.
By immersing myself in the school community and being welcomed into classrooms, I was able to see firsthand the innovative and effective practices teachers were using daily. Some teachers excelled in classroom management, some could facilitate successful smallgroup instruction, and some organized a reading intervention program that yielded impressive student growth. Amazing things were happening in our schools, and I wanted to create opportunities for our teachers to learn from each other. I knew this would be especially helpful for our new teachers and teachers transitioning to a new role. I also organized times for teachers to observe each other's classrooms within our district and encouraged teachers to reach out to each other for support when needed. I also had the opportunity to accompany teachers on a visit to a neighboring school district that had successfully implemented a reading intervention program similar to one that
we were in the midst of adopting. This was an invaluable experience because we were able to observe effective practices and strategies in action that we could take back to our school. We could take note of the organization and planning that allowed this school to be successful because they were several years ahead of us in the process. Our trip led to insightful discussions among our teachers and instructional leaders and provided direction for our implementation process.
As I look to the future, I'm excited to continue encouraging collaborative relationships and exploring new ways to support teachers and students. I believe that in the world of education, our greatest potential for professional growth lies in our capacity to learn from one another. By leaning on others and encouraging mutual support among teachers, we are becoming better educators and improving the learning for our students.
Rebecca Bielawski holds a Bachelor’s Degree in Elementary Education and a Master's Degree in Reading Instruction. Rebecca spent eight years teaching Middle
School Language Arts, Science, and Math before becoming an Elementary School Instructional Coach at North Boone School District in Poplar Grove, Illinois. She’s had the privilege of collaborating with elementary teachers and students for the last three years to enhance instructional practices. Rebecca has presented to teachers, coaches, and administrators at the Raising Student Achievement Conference and the Simple Coaching Summit about her experiences introducing instructional coaching to a new school district.
Dr. Jerry Michel
What Stepping Down as Principal Taught Me About Teacher Leadership
Thirty minutes after sharing my intent to step down as an elementary school principal, the Assistant Superintendent of Human Resources and the Superintendent were sitting in my office. What was wrong? Did something happen? Was there something that needed to be fixed?
My answer was no. We were making good progress on our equity-based school improvement efforts, as well as seeing a strong connection between our teachers’ collective efforts and positive student outcomes in growth and engagement. It was gratifying.
It also wasn’t sustainable.
Like many administrators, instructional leadership is what drew me to the school principalship. Even in the most difficult times, curriculum and climate were both engaging and equitable and made me want to come early and stay late. But, before long, instructional leadership started taking a back seat to monitoring compliance with student supports, attending to student disputes (while proactively building relationships in anticipation of incidents to come), making constant adjustments to supervision schedules due to staffing shortages, and the
myriad of responsibilities associated with school operations.
I remained passionate about the work, but something was off. So, to rekindle my focus on instructional leadership, I switched schools and returned to the classroom as an instructional coach. In that role, the lessons I would learn and relearn about teacher leadership over the next few years would prove invaluable, helping me better understand and develop the power of collective leadership.
Early on in my administrative career, I could talk about the importance of distributed leadership. I’d tell myself that
Celebrating and tapping into the collective genius within a school is a team effort. In successful schools, the long-term memory of culture and climate rests within the teachers doing the daily work, year in and year out. Growing teacher leaders begins with understanding the daily effort needed to sustain teacher leadership in schools and districts. Cultivating leaders cannot be left to chance.
As a middle school instructional coach, I am part of developing teacher leadership across our building. Investing in time and intentionality pays dividends. Since teaching is complex and multifaceted, the strategies to support and
Celebrating and tapping into the collective genius within a school is a team effort. In successful schools, the long-term memory of culture and climate rests within the teachers doing the daily work, year in and year out.
in October and talk to my team about the idea, only to find it was February and state standardized testing was right around the corner. Distributed, collective leadership was a concept, not an action.
Returning to the classroom as an instructional coach forced me to do more than talk about distributed leadership. None of us are great at everything.
develop teachers are likewise complex and need to reflect the individual needs of each educator. Here’s the rub: it’s worth it. Building teacher confidence is a critical step to building the leadership path for educators and it reduces the stress and burnout so many teachers and administrators experience. Retaining strong school leaders and diversifying what leadership in schools
means empowers school and teacher leaders alike to tap into the power of collective leadership.
Recent reports from both the National Center for Education Statistics (2023) and the National Association of Secondary School Principals (2021) reveal a decrease in job satisfaction, leading nearly forty percent of school principals to consider leaving the profession. This is dangerous for two reasons: a revolving door of administrators doesn’t inspire teachers to consider either formal or informal leadership and it disrupts the ability to authentically build relationships needed to help informal leaders within a staff. Expanding the definition of school leadership to include teachers’ roles in that leadership is critical not only to the emotional health of educators and principals alike but to the success of schools.
When teachers experience making meaningful contributions to school improvement planning, have a part in the implementation process, and see their input being heard and respected, the change made together has meaning. Instructional coaches can facilitate professional development. Math teachers can facilitate school-wide data analysis. Fine arts teachers, librarians, and PE teachers can take the lead in developing school-wide strategies for empathy and relationship-building. Providing teachers
with authentic leadership opportunities develops a viable pipeline for future leaders, both leading from the classroom and the main office. Meaningful contributions from diverse perspectives help make positive changes stick.
Teaching conditions during the pandemic provided many challenges, but one particularly daunting one was the exponential increase in opposition to diversity and equity initiatives. As a growing chorus of voices attacked any efforts associated with equity in both traditional and social media, educators often felt isolated, especially when teaching remotely. It is precisely in these moments where collective, distributed leadership has a chance not only to thrive but to strengthen the foundations of equitable educational opportunities for all students.
Schools, like many organizations, often get mired in the problems rather than developing a solutions-focused mindset. Expanding the reach of collective leadership provides a path out of the quicksand that stalls school improvement efforts. These three shifts can help leaders—and, by extension, schools—focus on a developing collective leadership:
Redefine School Leadership as a Collective Rather Than an Individual
Collectives outperform individuals.
Diversity is stronger than homogeneity. When leaders hire, develop, and honor educators who are stronger, more talented, and having greater expertise than them, it builds a culture that is contagious. Being an educational leader is demanding. School leaders must build teams that help shoulder the burden. Stipends compensating for such opportunities may be expensive; frequent teacher turnover and regularly replacing school leaders are worse.
Prioritize Building and Communicating Clear Pathways to Leadership
Pathways to leadership should not be a mystery. Neither should they be narrow and inequitable. Leading from the classroom is just as important as formal school leadership and, in many cases, maybe more so. Teachers who return
authentic in finding and celebrating teachers’ success stories, both in public and in private. The latter is especially important. I started talking to one of my teachers about leadership potential in her second year of teaching. She is now the principal of her school. It must be a constant state of action. Who is being asked? How are you making pathways to leadership clear and accessible to all?
Honor the Hard Decisions Not to Lead
As a new principal, there were two things I wanted to do: solve all the problems that crossed my desk and identify (remember that verb) teacher leaders who could help with school climate, culture, and curriculum initiatives. One of our school’s MVPs soon became a colleague I depended on as a thought partner and member of our school
... merely identifying leaders isn’t enough; school administrators must constantly hustle to cultivate and expand leadership opportunities, so the burden doesn’t rest with a chosen few.
energized from a conference inspire others to engage in learning. Educators willing to facilitate a workshop for colleagues help others see the benefit of being vulnerable and sharing your practice with others. Don’t leave this to chance: be purposeful, regular, and
improvement team. So, when she needed to step down from a leadership position, I was tempted to pressure, cajole, and ask (okay, beg) her to stay in the position. But that wasn’t consistent with the work/life balance we were working hard to develop and maintain as a staff.
That is why merely identifying leaders isn’t enough; school administrators must constantly hustle to cultivate and expand leadership opportunities, so the burden doesn’t rest with a chosen few. A culture for collective leadership must rest within an institution’s collective and outlive any one individual's contribution to the organization.
So, what makes leadership sustainable? How do you stop from shutting down when stress limits your ability to lead in a healthy and productive manner? When initiatives and goals live on paper but not in people, true progress will never be permanent. Embrace the hustle and make teacher leadership visible, accessible, and appreciated. The only way to avoid feeling alone in your journey as an educational leader is to bring others to the table, honoring multiple expressions of both informal and formal leadership. When teachers are part of a culture that authentically celebrates their contributions, it helps build a pipeline that ensures when one leader steps down, another is ready to step up.
References
National Center for Education Statistics (2023). Roughly One in Ten Public School Principals Left Profession in 2021-22 School Year. https:// nces.ed.gov/whatsnew/press_ releases/7_31_2023.asp
National Association of Secondary School Principals (2021). NASSP Survey Signals a Looming Mass Exodus of Principals from Schools. https://www. nassp.org/news/nassp-surveysignals-a-looming-mass-exodus-ofprincipals-from-schools/
Dr. Jerry Michel is an instructional coach at Chute Middle School in Evanston, Illinois. Over the last twenty-seven years, he has served as a special education paraprofessional, fifth-grade teacher, literacy consultant, assistant principal, and elementary school principal. Dr. Michel was a Teach Plus Policy Fellow for the 2023-24 school year.
IL ASCD Area Representatives
In 2014 when IL ASCD reorganized our leadership team, the role of Area Representative was created. Our “Area Reps” as we call them are a link to and from the various regions of our state. IL ASCD follows the same areas established by the Regional Offices of Education.
Our Area Reps are led by a members of our IL ASCD Board of Directors, Denise Makowski.
AREA 1: (Green)
Denise Makowski
Chicago
773.535.7252 dmkowski224@gmail.com
Amie Corso Reed O'Fallen School District amie.corso@gmail.com
Current Area Reps
AREA 2: (Dark Blue)
AREA 3: (Yellow)
AREA 4: (Pink)
AREA 5: (Light Blue)
AREA 6: (Gold)
April Jordan
Jennifer Winters
Stacy Stewart
Erik Briseno
Chad Dougherty
Heather Bowman
Vacant
Mica Ike
Vacant
Contact information for them can be found HERE.
The roles of the IL ASCD Area Representatives are:
• Encouraging IL ASCD membership to educators in their local areas;
• Assisting with professional development;
• Attend board meetings and the annual leadership retreat, when possible;
• Disseminating information from IL ASCD board meetings or other sanctioned IL ASCD activities to local school districts or other regional members
• Being a two-way communication vehicle between the local IL ASCD members regarding IL ASCD or any educational issues.
• Keeping IL ASCD Board of Directors apprised of pertinent information regarding personnel issues (e.g., job vacancies, job promotions) and district program awards/recognition within the local area.
• Communicating regularly with IL ASCD Executive Director and the Co-Leaders of the Membership and Partnerships Focus Area.
Marc Wigler
We All Need Somebody to Lean On
Being a first-year teacher can be daunting, overwhelming, exasperating, and filled with frailty and frustration. Thank you, Sarah, Thank you, Monica. People say that the first year of teaching anywhere is the hardest. I was full of energy and excitement that I would wake up early, at all hours of the night, ready to go to work the next day. Were it not for the both of you, on either side of me, I would have put the keys down on the desk and walked out the door after three (3) days. We leaned on each other fostering a supportive environment which is how we helped to support our students through the lens of teachers helping teachers.
After a long and varied career in education, I still think of them every day and thank them for being there for me. They are still a part of my life almost 30 years later. How does one begin to say "Thank You”...? Let me count the ways... As Alanis Morrisette once said, "The moment I let go of it was the moment I got more than I could handle. The moment I jumped off of it was the moment I touched down." This was when I learned I could lean on others and life would be ok because teachers helping teachers is how we strengthen our profession and become meaningful and productive professionals to the children we serve.
Fostering a supportive environment and helping children is what we as educators do best, especially in communities that are underserved and underappreciated for what they have to offer. Creating a safe, healthy learning environment is what the Child Development Association asks us to strive for. What more could we ask for...
We all come into the profession wanting to change the world, when in reality, we hope we can touch a kid's life and make it all seem possible and that the possibilities are endless. One of the things you quickly learn as a new teacher is that TLC (Tender Loving Care) is all that our Kindergartners want; but first, their basic needs of food, clothing, and shelter must be met. We had students who came to school, especially in the wintertime, unprepared for the challenges that the weather posed.
We had students who came to school hungry. Thankfully we had a breakfast program AND we were fortunate to have a caring lunchroom and staff which allowed us to send food home at the end of the day with our students knowing that they would have something to eat to help sustain them until morning. We also had students who came from various settings and in different situations that did not always allow for them to get enough sleep or come to school in clean clothes.
When a child comes to school tired, dirty, hungry, and not fully dressed for the weather, it means a day of learning can be challenging. So, my colleagues and I had no choice, we jumped into action as a TEAM, because Together Everyone Achieves More. We reached out to many companies for donations and the response we got back was overwhelming. Letters were mailed, as email barely existed, and phone calls were made. Realize this was back in the '90s way before Donor’s Choose ever existed.
The two (2) non-profit organizations that helped us out in the Chicagoland area were the Salvation Army and Howard Brown for clothing. With that being said, we needed washing machines and dryers and had our work cut out for us or so we thought. A simple phone call and letter were all we needed to do with the blessing of our principal who had our engineers make sure that proper water hook-ups could be set up in the Parent Room so we could do laundry in this area of the school. Little did we know that the media would eventually get a hold of this story and come to our school and report on what we were doing.
Before long, the environment and atmosphere within Walter Reed had grown exponentially—children were happier, learning had taken off and our scores were on the rise. It
was always important to maintain a positive atmosphere within the physical classroom environment which proved to be significant. One of the best lessons learned was knowing that there is always tomorrow. We take, as educators, many things to heart and bring them home with us, carrying them with us for hours, days, weeks, months, and sometimes years—and sometimes it can be heartbreaking. I learned over time that teaching is not like surgery, there is always tomorrow and there is always room for growth and improvement. “Thank you, disillusionment. Thank you, frailty. Thank you, consequence.” Thank you, Sarah. Thank you, Monica.
reflection. There is an ebb and flow to what we go through in life. AND who will be there to tell you the truth, and give you insights into the truth as they are not what you always think? It is our dear colleagues. Thank you, Sarah. Thank you, Monica.
We take, as educators, many things to heart and bring them home with us, carrying them with us for hours, days, weeks, months, and sometimes years—and sometimes it can be heartbreaking.
Some things change and some things do not over time. The best lessons sometimes come from those learned first-hand and through the tough times and those lessons taught to you by your colleagues. Our teamwork drove everything we did because Together Everyone Achieves More.
As I reflect back over the past 30 years in the field of education, I think of all the positives and negatives that I have experienced and the lessons learned. This period of more than a quarter of a century has taught me to notice the steps I have taken and has brought me to where I am now. Knowing that it takes time—years, and even decades— to feel comfortable in your own skin, this timeframe allows for a period of
In conclusion, I end by saying don’t let your time at school go unnoticed. Work hard, stay focused, be brave, and take risks AND have fun—because we are in this for the students we serve. With each new experience comes new ways of thinking and learning when working with different cultures. Each new school environment I have ever encountered taught me things that I had not known or experienced before. There is a
learning curve to our education—as I have learned for myself and from my colleagues—some steep and some needing processing.
Thank you, Walter Reed (which is no longer around) on the South Side of Chicago in an area called "Englewood." Thank you, Sarah. Thank you, Monica. For this, I am forever grateful. You both are the reason why I fell in love with the teaching profession and would never have traded my first-year experience for anything in the world. You will both forever be in my heart for your unwavering and unconditional love and support for the work we did together as teachers for our kindergartners.
Marc Wigler is an educational professional and consultant with over 30 years of practical experience both in the classroom and as an administrator. He has spoken extensively at both local and national conferences and has often been asked to speak on both radio and television regarding educational issues. Mr. Wigler is the founder and CEO of Fresh Start Consulting. Marc empowers change through job-embedded professional development and cognitive coaching. For schools and/or school districts seeking professional development for their teachers or for any school district looking to improve labor/management collaboration, Fresh Start Consulting is your one-stop resource.
Reference
The Council for Early Childhood Professional Recognition. Author 1991. Essentials for Child Development Associates Working with Young Children. Washington, D.C.
Carol Larson
Use Digital Tools to Optimize Your New Teacher Induction Program
Introduction
It was my first year as a teacher, and I was drowning with responsibilities. Every day, I came home emotionally and physically drained, carrying a mound of student work that needed grading and wondering if I made the right career choice. My more experienced colleagues often stepped in and offered some reassuring words: "Don't worry, the second year gets easier." And, fortunately, they were right. I eventually learned to manage the demanding workload and have enjoyed a successful 30+ year career in education. However, today's teachers face a new set of challenges, which include intense accountability pressures, culture wars, and the complexities of a rapidly changing society. As a result, the first few years of teaching have become a make-orbreak period.
Research indicates that the initial years of teaching are critical for establishing a strong foundation for long-term success (Ingersoll & Strong, 2011). However, studies also reveal that our ability to retain early career teachers is tenuous. In a pre-pandemic report published in 2018, it was estimated that 44% of new educators were leaving the field within the first five years of teaching (Ingersoll, et al., 2018). As we know, the pandemic has exacerbated teacher attrition. Retention
has become a critical issue in this teacher shortage era because turnover challenges school success through the loss of institutional knowledge and teaching capacity. Additionally, there is collateral damage in the form of financial recruitment and training costs, which also place time burdens on administrators. This is why supporting new teachers during their early careers is not just a matter of goodwill—it's a strategic investment in the future of our schools. And one of the best ways to support them is with high-quality teacher induction programs.
But how can we optimize the teacher onboarding experience? This is an important question, because strong teacher induction programs have the potential to improve retention, job satisfaction, and teacher efficacy (Ingersoll, 2012), particularly when they are robust and provide access to supportive administrators, mentors, and peers. In my experience, a highquality program also efficiently connects teachers to resources, provides useful and relevant professional learning, and relieves teachers of time burdens. As
someone who has been responsible for supporting early career educators, I found that augmenting new teacher induction programs with digital tools was a game changer because it enabled me to create a program that was adaptive to their needs. As administrators, we often expect teachers to integrate digital tools into the classroom, but it is equally important for us to leverage them in their own practices. As such, digital tools in induction programs become an asset, because they can be used to personalize support, allowing teachers to access resources and professional development opportunities tailored to their needs (see report Darling-Hammond et al., 2017). Additionally, these tools foster collaboration and community-building among educators, enabling them to share best practices, seek advice, and connect with mentors remotely.
...supporting new teachers during their early careers is not just a matter of goodwill—it's a strategic investment in the future of our schools.
How to Begin
Strong teacher induction programs start by identifying what early career teachers need to know and be able to do to be successful, especially during their first year. It also involves determining when programming will be delivered during the
school year, the length of programming, and which platforms will best facilitate this support. When I created teacher induction programs, I first conducted a needs assessment by reviewing scientific literature, district assessments, and survey responses from instructional coaches, principals, and early career teachers about what type of support would be most useful. This information was used to prioritize content and generate goals and objectives, which served as a framework for developing a menu of activities for the program.
One of our aims was to identify which activities would be enhanced by in-person interactions, self-directed activities, virtual platforms, and synchronous vs. asynchronous experiences and to determine which digital tools would be needed. If you are interested in using digital tools for your new teacher programming, here are some applications that will help you leverage access to resources, social support, and professional learning.
Digital Tools for Optimizing New Teacher Induction
Centralized and Easy-to-Access Resources
In the past, I have used learning management systems (LMS) as the centralized hub of induction programs
to streamline access to resources. There are several options on the market, such as Moodle, Canvas, Blackboard, and Google Classroom, and many school districts already have subscriptions to an LMS to support student learning. In the programs that I developed, our LMS contained a wealth of organized and easy to access information, such as a calendar of events, agendas, digital resources for workshops, asynchronous self-directed learning modules, access to group discussion board threads, and commonly used district forms and policy handbooks. Importantly, it also provided us with the ability to store a digital library that included recorded webinars from past workshops on how to use specific curricular materials and assessments. Our digital libraries also included links to curricular resources and access to short how-to videos based on frequently asked questions, such as how to take attendance or find a student’s home phone number in a student information system. Having quick and easy methods for finding resources is an important way to minimize teacher frustration and time pressures.
Digital Social Support
In the days of analog induction programs, teachers were often limited to a few days of in-person support within their school building or district. Today, collaboration tools can significantly expand options and offer greater flexibility in how and
when educators engage with others. Notably, they can provide access to an expanded network of supporting educators. For instance, tools like Zoom, Microsoft Teams, Slack, or Google Meet can facilitate communication among new teachers, mentors, and administrators via virtual meetings and collaborations. Because mentoring is a critical aspect of the early career experience, administrators can use these tools to connect new teachers with additional mentors outside of the district or school building. For instance, districts can hire highly credentialed teacher consultants (such as Golden Apple recipients or nationally certified teachers) to uplevel access to mentoring services. This is especially important for schools that have high levels of teacher attrition and/or staff characterized by a disproportionate number of early career teachers.
There are also organizations that offer virtual mentorship, such as e-Mentoring for Student Success (eMSS). The goal of eMSS is to reduce teacher attrition by providing mentoring support for highneed teachers, such as those who teach math, science, and special education.
Aside from mentoring, induction programs can use collaboration tools to offer virtual lesson study peer groups, new teacher support groups, office hours access to administrators or instructional
coaches, and/or online counseling services to help prevent burnout.
Augmenting Professional Learning
In addition to traditional in-person workshops and collaborations, digital tools can enhance professional growth. For instance, school systems can create self-directed, interactive modules that allow for greater personalization. Tools like Articulate Storyline, Adobe Captivate, Screencastify, Nearpod, and Pear Deck can be used to create content, increase virtual learning engagement, enable new educators to learn at their own pace, and/or provide personalized opportunities to focus on content that is relevant to their roles and levels of experience.
You can also gamify some of these activities using applications like Kahoot, Quizizz, and Classcraft. Self-directed or recorded webinars allow teachers to revisit content as needed at any time throughout the school year. If you do not have the infrastructure to create your own learning modules, you can use established platforms (such as Coursera, edX, or Teachable) that offer premade digital courses on teaching methods, classroom management, and other educator-related topics. Some districts create badge systems to incentivize learning by tracking progress and awarding credentials to those
who complete a specific pathway of professional learning experiences.
Tools like Swivl or Edpuzzle also enhance professional learning by allowing for video recordings of classroom teaching, which can be shared with mentors or peers for feedback and reflection. In conjunction with online assessments, these personalized learning paths can be used to gauge understandings of key concepts, facilitate reflective practice, and provide new educators with actionable feedback.
The Digital Future of Teacher Induction
New digital tools will revolutionize teacher induction programs over time, particularly through the advancements in artificial intelligence (AI), virtual reality (VR), augmented reality (AR), and their combinations. Their capacity to provide new teachers with practical simulations, immediate feedback, quicker access to information, and improved personalization will be paradigm changing. For instance, some organizations are starting to use AI as a means of training and coaching. Future AI applications will be useful in supporting new teachers in many areas, such as classroom management. Education Week (Will, 2024) recently reported how AI simulators are being developed to train candidates on how to hone their verbal skills so that they can provide clearer
directions, get to know their students, and effectively communicate classroom routines. In these simulations, the teacher interacts with a chatbot, and the AI mentor provides candidates with detailed feedback on how to improve. In another example, a preservice teacher program utilized a digital laboratory to train elementary educators on how to teach STEM processes (Wu & Albion, 2019).
Such virtual labs may offer new teachers the opportunity to test-drive complicated lesson plans and receive feedback from human and virtual mentors before going live in front of students. Plus, these labs are not dependent on geographical location or specific schedules, so new teachers may be able to use them flexibly. Additionally, school districts may be able to consolidate resources to lower costs and increase access to a wider group of educators.
Finally, future AR applications, which use devices to access digital information and virtual objects that have been overlayed onto physical environments, may provide new teachers with immediate and easy access to assistive technologies, teaching resources, and supplementary materials. Imagine an environment in which a new teacher can easily call up lesson plans, curricular videos, group chats, or testing data, simply by directing a device towards a visual object in the classroom.
In another example, a new teacher could use AR and AI to scan a classroom and design a rendering of the space that will optimize the room for functionality and student engagement.
Final Thoughts
Of course, there are tradeoffs when using digital technologies. As new tools come online, it will be important to vet them and prepare protocols that will minimize risks and promote staff and student safety. For instance, understanding how companies will use teacher, student, and school information and guard against data breaches is critical.
Additionally, understanding the potential physical and psychological effects of using new technologies will be important. For instance, some people may be prone to developing myopia or computer vision syndrome if they are on screens for too long. In some cases, virtual reality may feel so real that it has the potential to produce unintended consequences, such as negative psychological effects or sensory overload. Finally, as paradigms continue to shift, a significant aspect of this revolution will be to develop new programming models that distinguish between what humans do best with what digital tools do best while also considering how to optimize learning and well-being. Taking these factors into account, administrators will need to
thoughtfully choose digital tools that will best leverage their onboarding programs and position new teachers for success.
References
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201233.
Ingersoll, R. M. (2012). Beginning teacher induction: What the data tell us. The Phi Delta Kappan, 93(8), 47-51. https://www.jstor.org/ stable/2321037
Ingersoll, R., Merrill, E., Stuckey, D., & Collins, G. (2018). Seven Trends: The Transformation of The Teaching Force, Updated October 2018. CPRE Report. Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.
Will, M. (2024, March 7). AI is coming to teacher prep. Here’s what that looks like. Education Week. https://www.
Wu, T., & Albion, P. (2019). Investigating remote access laboratories for increasing pre-service teachers’ STEM capabilities. Journal of Educational Technology & Society, 22(1).
Carol Larson holds a doctorate in educational psychology and has been in the field of education for over 30 years. Her leadership roles have included Director of Assessment, Head of Academics, and most recently, Executive Director/Superintendent for a set of fully virtual schools in Indiana.
CULTIVATING LEADERS OF CHARACTER AT NORTH CENTRAL COLLEGE
Master of Education in Educational Leadership candidates explore, interpret, and apply practical wisdom in authentic field experiences with a focus on problem-solving, equity, and advocacy situations. The program offers intentional opportunities to:
Practice and build muscle memory around decision-making
De velop ethical fitness and problem-solving skills to address challenging dilemmas that arise in future leadership roles
“In today’s schools led by teams of leaders, the more important the decision, the greater the need to tap into the perspectives of others to tap into the benefits of collective wisdom. Beginning with the very first course in the program, NCC candidates regularly engage with authentic, education-based ethical dilemmas as part of a team.”
MAUREEN V. SPELMAN
Ed.D., Professor of Education and Coordinator of Character Initiatives
“The instruction, particularly in the applied dilemma approach has many benefits in leadership positions. In my short time as Dean and Assistant Principal, I have relied upon Dr. Spelman’s ethical framework when confronted with tough decisions, and this process has become invaluable to me.”
JOHN LIVIGNI
M.Ed. ’23, Principal Richland School District 88a
Vail V. Kieser
Just Call on Me, Leader, When You Need a Hand
When I entered the teaching profession eighteen years ago, I didn’t say to myself, “Wow! Someday I hope to be an administrator.” Believe me, I loved opportunities growing up to serve in leadership roles, like student council or the yearbook committee. I also didn’t mind the spotlight when I had the chance to sing the national anthem at basketball games or star in the school musical as Marian the Librarian in The Music Man. However, becoming an administrator was never at the top of my list. Here is my story and the importance of having leaders we can call on!
In 2009, just two years into my teaching career, I met an incredible female leader and my new principal, Heather. At the time, my district was going through staffing changes, and I was asked to switch schools. This change introduced me to an incredible example of leadership— someone who inspired me by seeing me both as a person and as a professional. Heather held high expectations, genuinely cared, and pushed me to grow. The following year, I enrolled in a master’s program in educational leadership and told myself, “I want to do for others what Heather did for me. I want to help teachers become better versions of themselves and help them to realize that the only limits they have are the ones they put on themselves.”
My experiences with great leaders didn’t stop there. Jeanne inspired me through her commitment to including teacher voices in our professional learning committee. Kevin recognized my use of technology in the classroom and encouraged me to consider coaching. Later, I served as an assistant principal alongside Greg, who taught me that we learn best by doing and he consistently supported my leadership growth.
Then there was Julie, who took a chance on me by hiring me as a building principal. During my six years in that role, including the pandemic, Julie ensured I grew professionally and empowered me to truly lead.
Two years ago, I took a leap and accepted the role of Director of Teaching and Learning in a new district. I not only had incredible leaders cheering me on along the way but also met new mentors. Jeff, who hired me, became an invaluable guide as I navigated my new responsibilities. My network of supportive leaders has only continued to grow, and I am incredibly grateful.
Before leaving my former district, where I spent 15 years, I attended the Aspiring Superintendent Academy, led by Dr. Courtney Orzel, Dr. Mike Lubelfeld, and Dr. Nick Polyak. Preparing to leave my comfort zone, I felt uneasy. However,
this opportunity came at the perfect time, solidifying my belief that a key role of educational leaders is to cultivate more leaders. I realized I had been doing just that in my role as a building administrator, albeit on a smaller scale.
Why does this matter? I believe I wouldn’t be where I am today without these remarkable role models and the growing network of leaders I could rely on. After the academy, I committed to three goals:
• To give back to education by mentoring others outside my current district.
• To present at conferences and share what I’ve learned.
• To write for an education publication, believing I have valuable insights to offer.
Starting with number two, a few years ago, I presented at DITCHEDcon on instructional coaching. It was an online presentation—my first baby step—but it was a start. Last year, I was approved to present our reading review at a national conference. This year, I’ll be presenting at the Illinois Principals Association. I call that a #VAILNAIL because I’m celebrating pushing my limits!
As for number three, that’s what I’m doing right now! I have so much to share and decided to tell my story to you. This is only the beginning.
Finally, for goal number one—this might be my favorite. After the academy, I reached out to the Illinois Principals’ Association to express my interest in mentoring a new building administrator. Although I didn’t match with a building administrator, I ended up mentoring two aspiring leaders. I learned so much from these women, as we all served different populations and brought unique
This year, I threw my hat in the ring again to mentor a building administrator. When I received the email about my new mentee, I blinked in surprise—it was Nicole, a name I recognized. Although I hadn’t worked directly with Nicole before, Jessica had, as her mentor. That same day, Jessica texted me about Nicole’s response to the match: “It’s literally a FULL CIRCLE MOMENT. They
I learned so much from these women, as we all served different populations and brought unique experiences to the table.
experiences to the table. I set out to give back to education, but I had no idea how much I would receive in return!
Fast forward to this school year, and I want to highlight a special colleague, Jessica, who holds a dear place in my heart. Years ago, as her principal, I asked her, “Have you considered…?” That simple question launched her leadership journey. She’s now thriving in a new role and we remain close. As they say, “Once a mentor, always a mentor.”
paired me with Vail!!!!!!! Full circle—my mentor and person’s mentor & person!!!”
In mentoring Jessica, she, in turn, mentored Nicole, my new protégé. Now, I’m mentoring Nicole this school year, and I’m amazed at how perfectly everything has aligned. Leadership matters. It’s not about perfection but about inspiring others to see their potential. In The Unfinished Leader, the authors state, “There is no such thing as the best version of yourself; there is only the next version of yourself. We are all UNFINISHED” (Lubelfeld, Polyak, & Caposey, 2021).
My leaders have supported my “next” version, and I now feel an obligation to do the same for others.
With Nicole, I can share advice like, “Have you checked out the podcast Unsupervised Leadership by Courtney Orzel and Katelyn Koch? It’s a mustlisten! You’ll hear authentic examples of leadership and insightful perspectives, including a fabulous sparkle spotlight.”
I can ask thoughtful questions, such as, “How are you setting boundaries in your role to model what you expect from others?” Most importantly, I can show her that she matters as a person and that her role as a leader is to evolve into her next version while helping others do the same.
As I wrap up goal number three, I reflect on a quote I recently saw on X:
Though I didn’t enter education aiming to be an administrator or leader, I also never started this journey to be in the spotlight. The real work of leadership is tapping others on the shoulder, seeing them as humans first and professionals second, and fostering new leaders. I’ve built a wonderful constellation with all the names I’ve mentioned as well as many others I haven’t mentioned. My constellation is only growing!
This past year, I participated in the first In Power cohort in the Lake County region, led by Dr. Lisa Leali and Dr. Bhavna Sharma-Lewis. This experience provided opportunities to connect with incredible leaders and has been instrumental in my journey toward my next version. My confidence has grown, and I cherished Lisa's simple idea: As leaders, “we need to get out of our own way!”
Want to hear about another full-circle moment? This fall, I’ll present with Jessica and Greg at the Illinois Principals Association conference. Our topic?
“The Things They Didn’t Teach Me in Administrator School.” We aim to balance humor with the lessons we’ve learned about being administrators and the power of reaching out for support and reinforcing our constellation of leaders.
The stars have aligned, and I’m grateful for my constellation of leaders, each
shining brightly. I might even add a new star—my daughter was just appointed to the Student Leadership Club as a fourth grader. I can’t wait to see the constellations she creates!
As I conclude, I leave you with two questions:
How do you make yourself available as a leader so that others can call on you when they need a hand?
How can you celebrate your constellation of stars, and how can you continue to grow that constellation?
Vail Kieser is currently the Director of Teaching and Learning for District 67 in Lake Forest, Illinois. Previously, she served as a principal, assistant principal, instructional coach, and classroom teacher in Kildeer Countryside District 96. Vail is married to her high school sweetheart and they share two children and two dogs together. Family is everything!
References
Lubelfeld, M. A., Polyak, N. D., & Caposey, A. (2020). The unfinished leader: A school leadership framework for growth and development. Rowman & Littlefield.
Unsupervised Leadership. (n.d.).
Unsupervised leadership podcast. Retrieved September 27, 2024, from https://unsupervisedleadership.com
With over 17 years in education, Vail has developed a passion for leading others and recognizes the importance of effective leadership in improving systems and outcomes for students. She has been recognized for leading a model professional learning community school, received the DuFour award as an administrator at Woodlawn Middle School, and appeared on the podcast "Real Talk with Jeanne and Matt" to discuss the change process in action. Most recently, Vail planned a Learning & Literacy Symposium, hosted in Lake Forest, to support educators from across the state in learning evidencealigned practices and giving back to the education community.
Vail has a bachelor’s degree from the University of Illinois Urbana-Champaign, a master’s degree in educational leadership from Concordia University, and a superintendent's license from Western Illinois University.
Impacting Students Through Teacher Partnerships
Collaboration
Collaboration is a word that you constantly hear in education. The days of teachers working in isolation with the door closed and no one to talk to about teaching and learning are becoming extinct. Students are guaranteed equity in education, and while this doesn’t mean each classroom is a carbon copy of the other, we do need to ensure students from one classroom to the next are getting the same learning opportunities. Our teachers have a grade level team that they plan with and have discussions with that are related to the grade level as a whole. This guarantees that student learning opportunities are coherent throughout the grade level. Administration also provides support and they are involved in ensuring that the grade level is consistent with providing students with the education and experiences that they are entitled to.
Teachers also have support for their individual students through the collaboration they have with school personnel such as interventionists, related service providers such as social workers, speech therapists, occupational and physical therapists, and special education teachers and staff. On the student level,
teachers also collaborate and have the support of the parents they work with. So with all these supports and opportunities to collaborate already in place, you may be asking yourself, what does the instructional coach have to do with this and where do they fit in with supporting the needs of students?
As instructional coaches, we have a strong desire to make a measurable impact on learning and teaching. Student-Centered Coaching is an evidence-based model in which the instructional coach collaborates with teachers to design instruction targeting student outcomes. Student-centered coaching moves beyond 'fixing' teachers and focuses on creating a partnership, keeping students at the forefront of all decision-making. This data-driven approach enhances learning and effectiveness for teachers, coaches, and students alike.
student's strengths and challenges are clear. That's the power of a studentcentered approach. By analyzing data and student work, the teacher and instructional coach uncover the areas where we should focus our work and then make informed decisions about instruction. Before we begin this impactful work, coaches need to create relationships that are built on trust and respect.
The Role of the Coach
Our collaboration with district and building administrators and teacher leadership teams determines what our “thing” will be for the year
While partnering with teachers and administration, our core goal is to impact our students in intentional and meaningful ways. Imagine a classroom where every
Supporting the students through the role of the coach actually starts at the district and school level. Once data is analyzed to determine district initiatives and school improvement plans, the focus for the year starts to take shape. It may be implementing a new curriculum, focusing on instructional strategies, or improving in an area where our data suggests we have room to grow. Our collaboration with district and building administrators and teacher leadership teams determines what our “thing” will be for the year; this will drive our work together with all staff. Our role is to provide the support that will help the teachers implement “the thing.” Some examples of this grade-
wide support may include providing professional development, leading book studies, or working collaboratively with the grade-level leader to facilitate team meetings or a portion of the meeting.
Last school year, our district implemented a new reading program. As determined by administration and staff, this was the main focus of coaching partnerships and grade-level team meetings. We followed a backward design approach as we unpacked each unit with teachers in weekly grade-level team meetings and half-day school improvement plan time. As a team, we would preview module and unit overviews, review assessments and rubrics, and discuss material preparation. We also partnered individually with teachers on the implementation of the reading program. This looked different for each teacher and was based on what they wanted to focus on. Being in the classroom alongside teachers during the first year of implementation of a new program was extremely valuable. We were able to live and breathe the program in real-time together.
Coaching Cycles
Another way we support teachers is our partnership with them in mini-coaching cycles and full coaching cycles. This is where we really get to lean on each other and dive closer into the classroom level to work together to meet the needs of
the unique group of students they have. Some examples of cycles we have worked on together include gathering formative and summative data through the use of observational checklists, implementing an accountable independent reading structure with students, and analyzing and enhancing our writing instruction. Our relationship thrives on our working together as thinking partners where we each offer voice to the process, but teachers have a choice in how things will look in their classroom related to students reaching the goal identified by the teacher. Whether we are co-planning, looking at student work samples together, co-teaching, or thinking aloud together on what we observe happening in a lesson, when the coach and teacher get together we can mesh both our expertise and ideas to best meet the unique needs of their learners.
Administrative Partnership
Although most of our day-to-day interactions are with teachers, we are also fortunate to be able to have building and district administration as another layer of support. Our relationship with administrators is a two-way street. We support them by assisting with the carry through of district and building level initiatives and goals. They support us by creating a school environment where coaching is accepted and encouraged.
We meet with school administrators bi-weekly and play a role in carrying out the school improvement plan goals through our work with content and grade-level teams and our coaching cycles. One of our buildings is focusing on embedding meaningful writing into all subject areas. To help support this, we meet with content teams and have come up with plans on how to incorporate writing into all areas of their day. In our other building, there is a goal of implementing responsive teaching practices. We are working alongside building administration to plan a stepby-step rollout of how this may look at each grade level. We also collaborate with the grade level coordinator to develop a structure that will meet the needs of their teams and communicate regularly to ensure that we are planning team meetings that not only support the school improvement goals but are relevant and meaningful to the teachers on the team.
with about the expectations of grade levels we may not work with and it is beneficial to discuss where our students are coming in from the previous grade as well as where they are expected to be
[Administrators] support us by creating a school environment where coaching is accepted and encouraged.
further down the road. We share ideas of what’s working well in other grade levels and brainstorm when there are areas of growth.
As educators, we have a strong desire to be agents of change and make a measurable impact on student learning. In this district, we are fortunate to have teachers, support staff, administrators, and instructional coaches to lean on. Our collective efforts ensure students are given the best opportunity to learn and grow. Our district motto this year says it all: "It’s amazing what we can accomplish when we are all in it together!"
Coaching Partners
Finally, our team of coaches lean on each other to support learning in a big picture way. We have each other to collaborate
References
Sweeney, Diane (2011). Student-Centered Coaching A Guide for K-8 Coaches and Principals. Corwin.
Sweeney, Diane, & Harris, Leanna S. (2017). Student-Centered Coaching The Moves. Corwin.
Lisa Fiene and Sharon Youngblood are instructional coaches in Mokena School District 159 in Mokena, IL. They work with elementary K-5 teachers to implement a Student Centered Coaching model. They focus on creating relationships with their
fellow teachers to foster coaching work partnerships to benefit all students. They both serve on the Building Leadership Team, MTSS Committee and various district committees throughout the year. They are starting their seventh year as instructional coaches and have been coaches since the implementation of the position in the district. They look forward to enhancing their coaching skills and partnerships this year to support student learning and growth.
Leadership Beyond
After the pandemic, we felt like we were stuck. Our scores had declined, our culture wasn't positive and we were struggling to recover. We felt like we were working hard and doing all the right things, but couldn't seem to create the change we were seeking. We needed to dig deep to determine what was holding us back and why we weren't making forward progress.
Accountability
At our summer retreat in 2022, it was painful for us when we discovered that we weren't lacking commitment, expertise, or experience; we were lacking accountability to ourselves and each other to make the progress we desired. In schools, it is often seen as the administrative team's responsibility to lead and influence teachers and support staff. At Oregon Jr/ Sr High School, we have embraced the concept of transformational leadership, with teachers stepping into a coaching and leading role alongside the administrative team. Through this journey, we learned, together, why our focus on our future reality must include a strong sense of accountability. We also identified the default strategies that were getting in the way of our increased outcomes. As a team, we worked together to build a culture of accountability and commitment; the message was clear and consistent from teacher leaders and the administration as a cohesive unit. This has led to
Dr. Heidi Deininger
Ranae Taylor
increased ownership and accountability, resulting in growth in student academic outcomes—significant growth on state assessments, improved culture and climate—as reported by state culture survey and local normed climate survey— and a tremendous sense of pride. This was only possible because of leadership training that included teachers and administrators, side by side. We shared tears, fears, and our goals for the future of our school. And then we dug in and did the work.
• inspirational motivation - a common vision is motivation to work together towards achievement
• idealized influence - setting challenging and achievable expectations for yourself and the team
This was only possible because of leadership training that included teachers and administrators, side by side.
Transformational Leadership
Our embrace of transformational leadership has been a process that joined administration and teacher leaders in a collaborative movement toward our vision. Transformational leadership is defined as a “focus on new models or systems by setting a mission or vision that commits members to a shared cause” (Bass & Riggio 2006). Bass identifies the four components of transformational leadership as:
• intellectual stimulation - desire to learn
• individual consideration - individual needs and values are recognized
It was through coaching and support from an outside resource, Phoenix Performance Partners, that we were able to peel away the layers of excuses and lack of follow-through to determine the default success strategies that were inhibiting our progress. This process has taken place with three cohorts of educational leaders. In the first year, the entire administrative team participated. In years two and three, teacher leaders were invited to participate. The first group of teacher leaders was identified by the administration and the second group of teachers was identified by their peers.
The process included two intense days identifying our values, our personal strengths, and our weaknesses and determining how these impact our school and district. Over the past three years, we discovered that what we thought was a good thing—deep care for one another, our school staff, and our students—had
We have “cared” ourselves to mediocrity because we were afraid to push too hard or expect too much.
led to a lack of rigor, low expectations for behavior, and a culture of not following through on the work that we committed to as leaders. We have “cared” ourselves to mediocrity because we were afraid to push too hard or expect too much.
There is a phenomenon that can happen in schools where we give ourselves credit for what we are doing well and become comfortable with this reality. There is a fine line between caring and caring so much that you don’t want to upset the status quo. The status quo exists because it is comfortable and doesn’t cause stress. Through the coaching process, we identified our desired future vision. Our future vision included better academic outcomes, a greater sense of belonging, and a culture of integrity. To accomplish this vision, we needed to hold ourselves accountable. In year one of our transformational leadership journey, the administrative team embraced the four components of transformational leadership and worked diligently to move ourselves and our district toward our future reality of better outcomes. We realized that we couldn’t do it alone and invited a group of proven teacher leaders to join us in the work. It was only then that the real growth occurred.
Teacher Perspective
Moving in the direction of our future vision did not come without some growing pains. We explored our strengths and weaknesses, met with our colleagues, and learned about theirs. Together we discovered ways to complement each other and hold one another accountable for the vision and support each other when we’d slip into our default strategies. This work enabled us to set goals for ourselves, our classes, our departments, as well as our school. Naturally, this work got us all moving in the same direction and on board to support change. Holding one another accountable, knowing when someone (or ourselves) can use some constructive coaching, and having tough conversations are part of this process. I no longer feel like I have to be in charge as English Department Lead, I feel like I’m part of a team and can go to my colleagues with dilemmas or questions. Transformational leadership has made us all feel like we are leading the team at different points of the school year.
The English department's goal was to dig into test score data and choose skills to work on consistently with students to increase test scores. Because of
transformational leadership concepts, we learned to pinpoint each of our strengths and organize our data and timeline as well as set attainable goals. After working with students and logging data with fidelity, we moved on to another goal in the second semester. After all of this work, we saw a 23% increase in our English Language Arts scores. This was the vision we were working towards!
a team of passionate educators who are dedicated to the overall outcomes of our students. Our work with Phoenix Performance Partners now includes over thirty members of our district, at multiple grade levels. This has led to the development of a common language about the vision and mission of our school district, the values we all possess that will help us in this work, and the
...because we worked together with administrators in growing our leadership, we now have more faith in their follow-through and commitment to make us better educators.
Additionally, because we worked together with administrators in growing our leadership, we now have more faith in their follow-through and commitment to make us better educators. I am more comfortable asking for support or questioning a process. I’m even finding myself passing these skills on to my students and am seeing more leadership coming from them every day. The more those around us learn to lead, the lighter the crown for those who hold the title, and the more invested everyone is in reaching our goals.
Year Three
We are moving forward in our transformational leadership journey as
default success strategies that will inhibit our future growth.
We are comfortable with accountability discussions and often check in with each other to make sure we are getting the work done like we said we would. It is inspirational to watch teachers and administrators, across all grade levels and multiple buildings, have discussions about moving our schools/ district forward. Our teachers have been empowered to lead their teams and recognize that they have to lead themselves first. Knowing that we are in the work together has led us to be connected beyond titles or positions. Our outcomes speak for themselves.
Our state assessment scores are higher than they have been in the past six years. Our culture survey indicated that our teachers feel they have a voice and can influence our schools in a positive way. Our student climate survey indicated that our students feel both cared for and challenged. We have developed a system of accountability that is beneficial to all members of our school community. We are immensely proud of the work we have done, even though it was painful at times. We will continue our transformational leadership journey and expect greater things to come.
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Dr. Heidi Deininger is principal of Oregon Junior/Senior High School, a school administrator for 17 years and is committed to being a learning leader. She is also an adjunct professor and an Illinois Principals Association regional board member.
Ranae Taylor has a BA and MA in English and an MA in Curriculum & Instruction. She has spent 17 years as an English teacher at the middle and high school levels, 7 years as a dual credit college instructor and is an English department leader.
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Upcoming Events
Leadership Coaching For Impact
Featuring Michael Mcdowell
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December 11 | 9:00am - 3:00pm
NIU Naperville
Leveraging the power of instructional leadership and improvement science, this immersive one-day session equips leaders with practical strategies to elevate clarity, create the right conditions for learning, and cultivate a culture of continuous improvement.
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approaches. Establish an ongoing network of leading educators who are invested in the best, most efficient, most powerful, most engaging learning for our students.
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Unlock the Research: Brain-Based Reading and Writing with Deedee Wills
January 16 | 9:00am - 3:00pm
Live Virtual
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Preventable Strategies to Reduce Challenging Behaviors & Increase Student Engagement with Dannielle Gonyea & Amanda Wilson
December 17 | 8:30am
Live Virtual
Explore easy to implement, yet highly effective, preventative strategies which increase student engagement and decrease challenging behaviors.
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Empowering Visionary Curriculum Leadership Cohort
January 15 - May 20, 2025
9:00am - 3:00pm
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Let’s explore the body of research surrounding a structured literacy approach and, more importantly, how to implement these best practices in your classroom.
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Intermediate NGSS Training: Becoming a Critical Consumer of NGSS-Aligned Resources with Jeff Spencer
January 22 - February 4 | 9:00am - 3:00pm
IU Naperville, SU Alumni Center, Gateway Center
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ISU Alumni Center & HSD 218 Admin Center
Explore learning with education leaders who deliver valid research-based learning
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Participants will build on material learned in the ‘Demystifying the NGSS’ professional learning series. This session will include a model activity to ground discussion on evaluating resources based on a nationally recognized rubric to determine alignment with the NGSS.
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Upcoming Events
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Finding Gold in the Teachers’ Lounge: Lessons of Financial Independence for Everyone with E. Scott England
January 30 | 9:00am - 12:00pm Live Virtual
This workshop will not get a person out of debt or make them wealthy immediately; however, participants will learn to navigate how to become debt-free, start personal retirement accounts, learn more in-depth information on their pensions and other retirement vehicles, and how they can leverage expendable income with sensible investment tools.
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The Way Forward: PLC at Work & the Bright Future of Education presented by Anthony Muhammad
February 6 | 9:00am - 3:00pm Bobak’s Signature Events
Explore the educational hurdles of the past in the context of present-day concerns and envision an education system where all schools energetically embrace the PLC at Work® process.
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Teaching Reading Across the Day:
Explore the Science Of Reading and Art of Teaching with Jennifer Serravallo
February 5 | 9:00am - 3:00pm Live Virtual
In this workshop, Serravallo will teach nine effective, predictable, research-based lesson structures participants can use whether teaching English language arts, science, or social studies in grades K-8.
Unlocking the Potential of Artificial Intelligence in Education Featuring Meghan Hargrave
February 11 | 8:30am - 3:00pm Medinah Shrine Center
In-Person, Virtual and On-Demand Recording
Build your capacity to stay current with these changes and learn the most responsible and effective ways to apply AI to enhance teaching and learning.
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OUR MISSION
“To build the capacity of educational leaders to enhance the quality of teaching and learning”
EXECUTIVE COMMITTEE
President—Scott England (University of Maryland Eastern Shore (UMES)
