This is my final President’s letter. The last two years and seven issues have seemingly flown by. I think it is fitting that the final theme I am introducing is about connections. To me, connections are not a matter of “if” but rather “how.”
Almost every teacher preparation program I’ve had the pleasure of working with stresses making connections with students and family. All are in consensus that this is truly the best route if we want to establish positive relationships. What isn’t always discussed is how we make this happen. Especially when barriers stand in the way.
Building and maintaining relationships are about perseverance. We cannot simply expect a connection to appear just because we make one attempt.
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
Connections are sometimes onestep forward and two-steps back as we navigate the ins and outs of what solidifies a true connection.
Of course, other times connections come rather easily. However, that doesn’t mean that we should not strive to maintain them. The maintenance part can sometimes take more time and effort than the actual initial connection. It is about remaining intentional in our efforts.
So why do I find this theme to be so fitting as my tenure comes to an end?
This quarterly journal can serve as an amazing springboard to new connections. We have supplied new and returning authors with whom you can engage and articles to be discussed with a colleague. There are countless opportunities to use this journal as a connection starter.
Connections are about creativity. I have enjoyed reading the articles from this quarter’s theme. One thing is for certain: we have an abundance of ideas and strategies that are given to us; it is up to us to put forth the effort. But what we stand to reap as benefits is truly priceless.
A Letter from the Director
Ryan Nevius ILASCD Executive Director rcneviu@me.com
Hello Educators! Early spring is one of my favorite times of the year. The snow is melting, temperatures are rising, flowers are blooming, and schools are returning from spring break with a renewed sense of fresh possibilities for the remainder of the year. Spring is also ILASCD’s busiest time of the year, with our annual Primary Grade Conference highlighting the season.
ILASCD recently hosted its 44th Annual Pre-K, Kindergarten, 1st, and 2nd Grade Conference, known as "Pump Up Primary," from March 5-7, 2025, at the Renaissance Schaumburg Convention Center Hotel. This event brought together early childhood educators from across the world (we welcomed a few international groups this year!) to engage in professional development tailored to the unique needs of primary education.
The conference featured an impressive lineup of national-level speakers and local practitioners. Over 120 total presenters with decades of experience integrating technology and handson activities to captivate young learners led nearly 250 different breakout sessions this year. These sessions provided practical strategies for incorporating new technologies and ideas into the classroom to enhance student engagement. Topics
covered a wide range, including reading, math, writing, SEL, bilingual, special education, classroom management, play, centers, and much more!
Feedback from attendees highlighted the conference's success in delivering relevant and practical content. Educators appreciated the diverse range of sessions and the opportunity to network with peers facing similar challenges and opportunities in primary education. The hands-on workshops and the quality of the speakers were particularly praised for their immediate applicability in the classroom.
The 44th Annual "Pump Up Primary" Conference reaffirmed ILASCD's commitment to supporting early childhood educators through high-quality professional development. By focusing on innovative teaching strategies, the conference equipped educators with the tools necessary to foster a nurturing and effective learning environment for young students.
Rest assured, the ILASCD team is already working hard on planning opportunities for the next school year. A few exciting learning events have already been finalized. Please mark your calendars and tell us what you need for next year.
Whole Child
K. Wilhite
Sustainable School Improvement: Integration with Whole Child Tenets
“True school improvement is hard. It’s not about a single passionate leader. It’s not about ‘fixing’ teachers and teaching or parents and parenting. It’s not about poverty. It’s not about money. And it’s not about high standards. It’s about all of them, and more.”
ASCD, The Whole Child Approach to Education
Collaborative Improvement Process
The ASCD Whole Child Framework to learning emphasizes the importance of the comprehensive needs of students to ensure their long-term success. An improvement process based on this approach should involve engaging educators, parents, community members, and policymakers in creating a supportive and holistic educational environment (ASCD, 2007, 2014, 2020). The process begins with a thorough assessment of the current climate of the school or district, identifying areas of strength and areas needing improvement. Using the framework, this assessment is guided by the five tenets of the Whole Child approach: ensuring students are healthy, safe, engaged, supported, and challenged Also using the three phases for change discussed by
Robert
Kim M. Sekulich
Michael Fullan (2016) in The New Meaning of Educational Change, there are actions teachers and administrators could take to address the needs of their learners in the context of the Whole Child Framework. Schools implementing a Whole Child approach use collaboration, coordination, and integration of data to ensure that improvement strategies are sustainable within the school and community.
Phases of Change
Fullan (2016) provides a foundation for exploring a sustainable change model built around three key phases: initiation, implementation, and institutionalization. The initiation phase involves recognizing the need for change and preparing for it. This phase includes identifying goals, securing necessary resources, and building a shared vision among the school district community. It’s crucial to address potential challenges and ensure that everyone involved understands the purpose and benefits of the change process.
The implementation phase is where the planned changes become actionable. This phase requires careful management to ensure that the new practices are adopted effectively. It involves providing ongoing support, training, and feedback to those implementing the changes. Continuous monitoring and adjustments are necessary to address any issues that arise and to keep the process on
track. Effective communication and collaboration among all participants are essential during this phase to maintain momentum and commitment.
Once the targeted goals for the change are identified, stakeholders work together to develop a strategic plan that addresses the identified needs. This plan includes specific, measurable goals and outlines the actions needed to achieve them. Collaboration is key during this phase, as it ensures that multiple perspectives are considered and that the plan is comprehensive. Regular meetings and open communication help support alignment and foster a sense of shared responsibility among all participants. Additionally, professional development opportunities are provided to assist educators with the skills and knowledge necessary to implement the plan.
Finally, the institutionalization phase is when the change becomes integrated into the regular practices and culture/ climate of the school district. This phase is achieved when the new practices are consistently applied and have become a routine part of the organization’s operations. It requires sustained effort to ensure that the changes are supported and continue producing the desired outcomes. Leaders play a critical role in this phase by reinforcing the importance of the changes and ensuring that the
necessary supports remain in place over time. This sustainability leads to improved student learning and increased teacher efficacy.
Since the final phase of the collaborative improvement process involves continuous monitoring and evaluation to ensure that the goals and activities connect and to make necessary adjustments, data collection and analysis to track progress and identify emerging challenges becomes critical to the plan’s success. All participants are still connected and actively involved, providing feedback and support to sustain momentum. Celebrating successes and recognizing all participants’ contributions helps build a positive culture and reinforces the commitment to the Whole Child approach. By working together, the school community can create an environment where every student thrives academically, socially, and emotionally. But how do we maintain this level of school improvement? What tools can be utilized to assist in ongoing and continuous improvement?
Collaboration in Data Collection and Usage
Collaboration in the data collection process is essential for ensuring the accuracy and reliability of the data gathered. When teachers, administrators, parents, and students work together,
they can provide unique perspectives and insights that enrich the data. This collaborative approach helps to identify and address potential biases or gaps in the data, leading to more reliable and performance-driven information. Additionally, involving all participants in the data collection process fosters a sense of connection, ownership, and accountability as everyone has a vested interest in the outcomes.
Effective collaboration in data collection also promotes transparency and trust among participants. By openly sharing data collection methods, goals, and findings, educators can build a culture of trust and mutual respect. This transparency ensures that all parties understand the purpose and importance of the data being collected, which can lead to greater buyin and support for data-driven initiatives. Furthermore, when participants engage in the data collection process, they are more likely to feel valued and heard, which can enhance engagement and commitment to the overall goals in the Whole Child Framework. Collaboration in data collection can lead to more innovative and effective solutions to educational challenges. By working together, stakeholders can ensure that the data collected is used to its fullest potential, supporting the holistic development of every child.
Coordination of Data Analysis and Student-Centered Instructional Decisions
Data-driven decision-making is the foundation in the Whole Child Framework, which supports the comprehensive development of students by addressing their academic, social, emotional, and
to ensure that all students receive the support they need to succeed, regardless of their background or circumstances.
In the context of the Whole Child Framework, data-driven decisionmaking encompasses both academic and non-academic criteria. Academic data
By analyzing data disaggregated by various demographic factors, such as race, gender, and socioeconomic status, educators can identify and address disparities in student outcomes.
physical needs. This approach involves the systematic collection and analysis of key data points to inform the development of curriculum, educational practices, and policies. By leveraging data from multiple sources, educators can gain a holistic understanding of each student’s strengths and areas for improvement, allowing for more individualized instruction.
One of the key benefits of datadriven decision-making within the Whole Child Framework is its ability to promote fairness in the development of strategies for the child. By analyzing data disaggregated by various demographic factors, such as race, gender, and socioeconomic status, educators can identify and address disparities in student outcomes. This targeted approach helps
may include standardized test scores, formative classroom assessments, student self-assessments, student work samples, and student grades, while nonacademic data may involve measures of social-emotional background, health and well-being, community culture, home environment, and school climate. These types of data collection enable educators to identify trends and patterns that may impact student outcomes, ensuring that all aspects of a child’s development are reviewed in decision-making and data gathering processes.
Students are an integral part of the assessment process. Receiving, understanding, and using formative feedback from their teacher helps
students progress to the next steps in their learning. Conferencing with their teacher about assessment results informs goal setting and assists students with monitoring progress toward their goals – all of which contribute to students’ learning and development.
Integration of Data-Driven Improvement Process with Whole Child Tenets and Indicators
Connections among stakeholders are established throughout a collaborative improvement process. Connections strengthen each component of the improvement process and are necessary to bring about change in a meaningful and effective manner. According to Fullan (2016), “The problem of meaning is one of how those involved in change can come to understand what it is that should change, and how it can be best accomplished, while realizing that the what and how constantly interact with and reshape each other” (p. 9). The interaction between the “what” and the “how” is another connection that is part of the improvement process. The questions posed in this article are now revisited. By working together, the school community can create an environment where every student thrives academically, socially, and emotionally. How do we maintain this level of improvement? What tools can be used to assist in ongoing and continuous
learning? Data processing actions are integrated with Whole Child tenets and indicators in Table 1 on the following page. The actions are examples of what to do to bring about data-driven improvement. Table 1 is a summary of how to implement the actions within a sustainable and collaborative improvement process.
References
ASCD. (n.d.-a). The whole child approach to education. https://files.ascd.org/ staticfiles/ascd/pdf/siteASCD/ publications/wholechild/WC-OnePager.pdf
ASCD. (2007). The learning compact redefined: A call to action. https://library.ascd.org/ m/21e2f544234c3e97/original/ WCC-Learning-Compact.pdf
ASCD. (2014). Whole school, whole community, whole child: A collaborative approach to learning and health. https://files.ascd.org/ staticfiles/ascd/pdf/siteASCD/ publications/wholechild/wscc-acollaborative-approach.pdf
(continued on page 16)
Data-Driven Improvement Process
What to Do to Implement a Data-Driven Improvement Process
Develop integrated curriculum, instruction, and assessment systems that support student learning and development.
Provide ongoing professional development on using assessment data to identify priorities, guide instruction, provide meaningful feedback, and monitor progress toward curricular expectations to strengthen understanding and implementation among faculty.
Use multiple sources of data to guide instructional decision-making which helps teachers differentiate their practice to address students’ diverse needs.
Integration with ASCD Whole Child Tenets and Indicators
Supported: “Our school staff understands and makes curricular, instructional, and school improvement decisions based on child and adolescent development and student performance information” (ASCD, 2020, p.23).
Supported: “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” (ASCD, 2020, p. 23).
Challenged: “Our school collects and uses qualitative and quantitative data to support student academic and personal growth” (ASCD, 2020, p. 25). Involve students in the assessment process to engage students in their own learning and development.
Engaged: “Our staff works closely with students to help them monitor and direct their own progress” (ASCD, 2020, p. 21).
How to Implement Sustainable Improvement Strategies
● Address the comprehensive needs of learners using a Whole Child approach to ensure students are healthy, safe, engaged, supported, and challenged.
● Connect, communicate, and collaborate with stakeholders on data-driven initiatives to support the holistic development of every child.
● Utilize a model for sustainable change such as the three phases of change (Fullan, 2016).
● Foster a culture of continuous improvement and regularly review and adjust strategies based on the latest data.
Child (cont.)
ASCD. (2020). The learning compact renewed: Whole child for the whole world. https://files. ascd.org/pdfs/programs/ WholeChildNetwork/2020-wholechild-network-learning-compactrenewed.pdf
Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.
Sekulich, K. M. (2024). EDL 6140: Curriculum and assessment: Framework for student learning [Course syllabus]. Concordia University Chicago.
Tomal, D. R., Wilhite, R. K., Phillips, B. J., Sims, P. A., and Gibson, N. P. (2015). Supervision and evaluation for learning and growth. Rowman & Littlefield.
Dr. Robert K. Wilhite is a Professor of Educational Leadership at Concordia University Chicago in the Division of Leadership and the past Dean of the Colleges of Graduate Studies and Education. Contact: robert.wilhite@ cuchicago.edu
Dr. Kim M. Sekulich is Professor of Educational Leadership at Concordia University Chicago and Program Leader for master’s and doctoral programs in the Division of Leadership. Contact: kim. sekulich@cuchicago.edu
Missed Connections: Overcoming Barriers to
Meaningful and Sustainable Relationships
Connections and the Whole Child
This issue of the Illinois ASCD journal’s theme is Let’s Stay Together, and this article addresses this theme by exploring ways we can make meaningful and sustainable connections with students and families through the lens of the ASCD Whole Child Framework. The ASCD Whole Child Approach to Education provides guidelines the health, safety, and engagement of students, and encourages us to create educational spaces that are supportive and challenging. Teaching and learning processes in educational spaces are “inherently interpersonal, encompassing both teacher–student and peer connections” (APA, 2015, p. 22). Meaning social, emotional, behavioral, and academic learning cannot happen effectively without meaningful interpersonal relationships. Not only is school climate positively impacted by meaningful and sustained relationships, but rates of problem behaviors, racial discipline gaps, fighting, substance use, ditching school, and dropping out are all likely to decrease (Anyon et al., 2018; Gregory et al., 2015; Woolley et al., 2009; Yang & Anyon, 2016) when these positive relationships exist. On the flip side, when strong positive relationships with educators are absent, we see negative outcomes like depression, low self-esteem, lower academic achievement, grade retention, law enforcement
Louise M. Yoho
involvement, juvenile justice system involvement, and even suicide attempts increase (Anyon et al., 2018; Hall-Lande et al., 2007; Myrick & Martorell, 2011). With this much on the line, it is imperative that we do all we can to build and maintain meaningful relationships with all students and families we have been entrusted to work with.
Missed Connections
There are always going to be colleagues, students, and families who we relate to and connect with easily. They might have similar senses of humor, lived experiences, and values as us. Some students might remind us of our own
who intentionally hold us at arm’s length. Regardless of the causes, these failures to connect can have significant and lasting impacts on us, and on the students and families we serve. However, it is often the students and families we find the most difficult to connect with who need us to connect with them the most.
Behavior challenges
It can be difficult to build meaningful connections with students who we perceive as making our jobs more difficult. Unwanted student behaviors can threaten the physical or emotional safety of other students, and make us feel unsafe and out of control. It’s
However, it is often the students and families we find the most difficult to connect with who need us to connect with them the most.
children and siblings, or even ourselves at similar ages. Maybe we know them outside of school contexts, and have additional insights about their struggles, hardships, and victories. There’s nothing wrong with this in the slightest.
There are other students and families with whom forging connections can seem especially effortful. Sometimes we find ourselves in professional relationships with people whose choices seem antithetical to building relationships, or
difficult to build a meaningful, positive relationship with a student who just destroyed your bulletin boards, is under the influence of drugs, or who just threw a chair at your head. When students engage in behavior that is disruptive and off-task, it can feel like we must stop doing our job teaching students long enough to handle the behavior issues at hand. And that is frustrating!
The Supported tenet of the Whole Child Framework highlights the
importance of teaching and modeling prosocial behavior, and of not expecting students to show up already knowing how to be the students we want them to be. This is a helpful reminder that teaching behavior skills is an important part of our jobs, and not one that takes time away from our jobs.
compassion, and supporting students who are struggling, we are engaging in meaningful relationship building.
Significant Disabilities
The majority of students who qualify for special education services in the United States, and therefore have an
This is a helpful reminder that teaching behavior skills is an important part of our jobs, and not one that takes time away from our jobs.
The Safe tenet descriptors also provide guidance for how we can accomplish this, asserting that schools should teach, model, and provide “opportunities to practice social-emotional skills, including effective listening, conflict resolution, problem solving, personal reflection and responsibility, and ethical decision making” (7). We can help to accomplish these aims by establishing and maintaining “school and classroom behavioral expectations, rules, and routines that teach students how to manage their behavior and help students improve problem behavior” (5), and should “develop and implement academic and behavioral interventions based on an understanding of child and adolescent development and learning theories” (10). When we teach and model emotional expression, empathy,
Individualized Education Program (IEP), spend most of their school day in general education settings with their general education peers (National Center for Education Statistics, 2024). What’s more, most students who qualify for special education services do so under highincidence disability categories like Speech and Language or Specific Learning Disability. It is not unusual for students to receive extended time on tests, access to large print, or have assignments read aloud, in all educational settings. What is less common is to have students with more significant disabilities, who need more extensive support, in our school communities. These students might communicate with eye gaze and AAC devices, gain nourishment through a feeding tube, have multiple seizures during the school day, and need toileting
assistance or catheterization. This level of support needs can be uncommon, even for educators who work almost exclusively with students who qualify for special education supports and services.
When we presume competence, we create opportunities to connect with students who might otherwise be overlooked, combat isolation, and model for others the possibilities that exist to connect to people who are different from ourselves.
Educators can find it difficult to make connections with a student who does not communicate vocally, or who needs very high levels of support. Unless we have experienced a significant disability, or have a family member who has, having a student who needs a high level of support can be overwhelming. It is natural for us to connect more easily to people with whom we can relate, and these students might be having lived experiences that are very different from our own. Educators might question the importance of forming personal connections with these students and might even wonder to what extent those relationships are even possible.
A helpful concept here can be the presumption of competence. The idea of presuming competence (Bilken, 2000) means that teachers must
“genuinely believe that all students are competent, [and] can learn given optimum conditions” (Rutherford, 2024, p. 93). When we assume that students are willing and able to understand, learn, and connect with us, even when we do not see outward evidence of this, we are empowered to create more supportive and inclusive opportunities for all students, and to connect in ways that are meaningful to them. What’s more, when we treat students as being able to and worthy of having meaningful relationships, others will follow our lead. When we presume competence, we create opportunities to connect with students who might otherwise be overlooked, combat isolation, and model for others the possibilities that exist to connect to people who are different from ourselves.
Chronic Absenteeism
It can be difficult to make meaningful, sustained connections with students who aren’t there. One obvious barrier here is the fact that… they’re not
there. Even when students are present in class, teachers are likely to perceive students who are frequently absent more negatively, and assume they are less socially, emotionally, behaviorally, and academically capable (Gottfried et al., 2024). We can make assumptions (they’re lazy kids, their families don’t value education). But the literature shows us that it is more complex than that. There is evidence that teachers do have some influence on the frequency with which their students are absent, and that they are more likely to feel cold and distant towards students who are chronically absent (Gottfried et al., 2024). What is especially interesting here is the cyclical nature of this relationship. When students are absent a lot, teachers report feeling less connected to them and have lower behavioral and academic expectations. Feeling unwelcome and unengaged in school, in turn, makes students more likely to be absent (Gottfried et al., 2024).
That is not to say that educators have control of whether their students come to school or not, because we certainly don’t. In fact, many students do not have control over whether they come to school or not. What we can control, is how we handle it. We can choose to lean in and connect even more intentionally when they are there, or put in minimal effort because they might not even
be there the next day. There are valid reasons for students to miss school, even ones we might not be aware of. There are also reasons for missing school that conflict strongly with our own values. But in either case, we can only control what is in our sphere of influence, and how that child feels when they are with us falls firmly within our direct spere of influence. When we stop ourselves from judging others harshly, and from taking personally things that are out of our control, we stop ourselves from sabotaging the potential for relationships before they even have the chance to develop.
Forging and Sustaining Connections
Awareness can be a powerful tool for change. Sometimes simply becoming aware of how we are thinking and how we are acting, and the impacts on others, can begin to change our behavior. Maybe you are already aware of how essential our relationships with all students and families are to the health of our schools and communities. Perhaps you have a student or two in mind with whom you know you have struggled to connect. That self-awareness is a great place to start. For more concrete and actionable steps, the research literature and the Whole Child Framework provide some excellent additional guidance.
The climate we create in our classrooms and school communities have direct
impacts on students’ sense of security, their perceptions of social support, how accepted they feel, how they view themselves, have a sense of control, and experience their overall emotional well-being (APA, 2015). This article discussed the importance of investing in meaningful and sustained connections and looked at some student characterizes that may require more effort on the part of educators to make those connections happen. Of course, a student with behavior support needs may also be a student who misses a lot of school. A student with significant disability-related support needs may also require robust behavioral supports, and be absent frequently. Each of the tenets from the Whole Child Framework provide actionable steps that educators can take to support students for whom any and all combinations of these factors present a challenge to building relationships.
Anyon, Y., Atteberry-Ash, B., Yang, J., Pauline, M., Wiley, K., Cash, D., Downing, B., Greer, E., & Pisciotta, L. (2018). It’s all about the relationships”: Educators’ rationales and strategies for building connections with students to prevent exclusionary school discipline outcomes. Children & Schools, 40(4), 221–230. https://doi.org/10.1093/ cs/cdy017
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for PreK–12 teaching and learning. http://www. apa.org/ed/schools/cpse/toptwenty-principles.pdf
Gregory, A., Allen, J. P., Mikami, A. Y., Hafen, C. A., & Pianta, R. C. (2015). The promise of a teacher professional development program in reducing racial disparity in classroom exclusionary discipline. In D. Losen (Ed.), Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 166–179). New York: Teachers College Press.
Hall-Lande, J. A., Eisenberg, M. E., Christenson, S. L., & NeumarkSztainer, D. (2007). Social isolation, psychological health, and protective factors in adolescence. Adolescence, 42, 265–286.
Myrick, S., & Martorell, G. (2011). Sticks and stones may break my bones: Protective factors for the effects of perceived discrimination on social competence in adolescence. Personal Relationships, 18, 487–501.
National Center for Education Statistics. (2024). Students With Disabilities. Condition of Education. U.S. Department of Education, Institute of Education Sciences. https://nces. ed.gov/programs/coe/indicator/cgg
Rutherford, G. (2024). “He’s actually learning”: an Appreciative Inquiry story of a student with complex learning characteristics. Cambridge Journal of Education, 54(1), 89–105. https://doi.org/10.1080/030576 4X.2023.2294806
Woolley, M. E., Kol, K. L., & Bowen, G.L. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. Journal of Early Adolescence, 29,43–70.
Yang, J., & Anyon, Y. (2016). Race and risk behaviors: The mediating role of school bonding. Children and Youth Services Review, 69, 39–48.
Dr. Louise M. Yoho is an Assistant Professor at Southern Illinois University in the School of Education. She can be reached at louise.yoho@siu.edu.
ILASCD/PD365 Whole Child Award
This award recognizes those schools that have changed the focus from one of a narrow academic vision to one that promotes the development of the whole child; healthy, safe, engaged, supported, and challenged. We invite you to apply for ILASCD’ s Whole Child Award.
Book Review
What
Color Is Your Brain? A Fun and Fascinating Approach to Understanding Yourself and Others
by Sheila N. Glazov
Sarah Cacciatore
As leaders of students, adults, or in most cases, both, it's always good to know who you're working with. With the abundance of personality tests, interest surveys, and work style questionnaires available today, it's challenging to determine which ones are worth investing in and which will genuinely help you understand yourself and your team better. For educators seeking one comprehensive resource to address these needs, "What Color is Your Brain?" by Sheila Glazov is an invaluable tool that should be on every teacher's bookshelf.
Why Teachers Need This Book
Teachers face unique challenges in connecting with diverse learners and colleagues. Understanding brain color types provides educators with practical insights into why certain students respond differently to various teaching approaches and why some faculty collaborations thrive while others struggle. The concepts in this book directly translate to improved classroom management, differentiated instruction, and more productive
Click the cover to view on Amazon.
Review by
professional relationships within your school community.
The book offers free personal and professional brain color quizzes, and for additional assessment options, you can visit the author's website, where she provides specialized quizzes related to various contexts, including:
• Personal
• Romantic
• Family and Friends
• Child or Student
• Hassle-Free Holiday
• Workplace
• Team Leader/Manager
• Health Care Professional
• Sales Professional
• Teacher/Mentor
The "Child or Student" and "Teacher/ Mentor" assessments are particularly relevant for educators looking to enhance their understanding of classroom dynamics and improve their instructional approach.
Understanding Brain Colors in the Educational Context
After completing the personal brain color assessment, you'll discover whether you have a:
Yellow Brain: Responsible, Organized, Loyal and Punctual
Blue Brain: Creative, Communicative, Helpful and Compassionate
Green Brain: Logical, Private, Competent and Independent
Orange Brain: Dynamic, Fun-loving, Generous and Courageous
For each color type, you'll learn about their strengths and perspectives, ideal learning and working conditions, how they handle conflict, and how other colors perceive them. This knowledge is transformative in a classroom setting, helping teachers recognize why certain students may struggle with specific instructional methods while others thrive.
For example, understanding that your "Green Brain" students need logical frameworks and independent work time, while your "Blue Brain" learners crave collaborative and creative outlets, can revolutionize how you design lessons and manage group activities. Similarly, recognizing your own brain color can help you identify potential blind spots in your teaching approach and develop strategies to connect with students whose brain colors differ from your own.
Creating a Color-Conscious Learning Community
If your department, grade-level team, or entire faculty completes the survey together, it creates an engaging
professional learning experience. The shared vocabulary and insights foster better collaboration, helping educators appreciate each other's unique contributions and work styles. This understanding can transform faculty meetings, professional learning communities, and collaborative planning sessions.
seeking to appreciate cognitive and interpersonal differences in both their colleagues and students.
The shared vocabulary and insights foster better collaboration, helping educators appreciate each other's unique contributions and work styles.
Section Two: Personal Brain Color
School leaders will find this book particularly useful for team-building activities and professional development sessions. By understanding the brain color composition of your staff, you can strategically form committees and working groups that leverage diverse perspectives while minimizing potential conflicts.
Book Structure and Content
The book is a quick, accessible read divided into three practical sections:
Section One: Brain Color Concepts introduces you to the brain color system and helps you identify your own color. You'll gain insights into how you perceive the world and interact with people of the same and different colors. This section is foundational for teachers
Connections explores relationships with co-workers, family members, friends, children, and romantic partners. The chapters are well-organized, allowing you to focus directly on the sections most relevant to your immediate needs. Educators will find the child and coworker sections particularly enlightening for classroom and staff dynamics.
Section Three: Brain Color
Communication provides practical applications of your new knowledge. You'll learn techniques to adapt your communication style, build rapport with different brain colors, foster positive relationships, and even plan stress-free holiday gatherings. For teachers, these skills translate directly to more effective parent conferences, student interactions, and colleague collaborations.
For educators committed to creating inclusive, differentiated learning environments and collaborative professional communities, "What Color
is Your Brain?" offers a scientificallygrounded yet accessible framework that can transform your teaching practice and workplace relationships. The investment in understanding brain colors pays dividends in student engagement, team cohesion, and professional satisfaction.
Visit the author's website for additional resources. Link to brain quizzes: https:// www.sheilaglazov.com/brain-quizzes/
Sarah Cacciatore spent seven years in the classroom as a middle school teacher teaching science, math and language arts before transitioning to administration. She has served as Curriculum Coordinator, Director of Teaching and Learning, an Assistant Superintendent for Curriculum and Instruction, and as a Deputy Superintendent. Sarah attended Northern Illinois University for her Doctoral Degree in Curriculum Leadership and received her Educational Specialist degree from Western Illinois University. She enjoys working with curriculum, instruction, assessment, professional learning and integrating her experiences within the technology, business and human resources departments. Sarah has been involved in school improvement planning, onboarding new employees, and evaluation and performance management of teachers and administrators.
DEVELOPMENT OPPORTUNITIES
AT NORTH CENTRAL COLLEGE
North Central offers a variety of online degrees, certificates, and endorsement programs to help you elevate your skillset and make an impact in your school.
» Master of Education in Educational Leadership with Eligibility for Principal Endorsement
PLN VS. PLC IN EDUCATION: WHERE TO FIND YOUR COMMUNITY
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BUILDING YOUR PROFESSIONAL LEARNING NETWORK
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THE UDL GUIDELINES
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Lessons From 2020 School Shutdowns—Don't Stop the Progress: Communications, Instructional Practices & More
While COVID-19 and the resulting school closings posed multiple challenges for education systems nationally and globally, necessary pivots also offered learning opportunities. Many of these shifts in procedures and practice took effect to solve a crucial, immediate problem. However, some adjustments became opportunities to increase efficiency, update teaching and learning practices, and most importantly, improve methods and strategies for stakeholders to connect and communicate with ease. These pivots included students, teachers, school personnel, administrators, local businesses, community organizations, and beyond.
For most PreK-12 institutions, March 2020 temporarily halted high-quality, consistent teaching and learning, at least in the traditional face-to-face sense. School and district leaders stepped into emergency problemsolving mode to ensure the continuation of instruction at some level. While the next 18 months or more were challenging, many procedures, practices, and processes implemented during that time should not only be retained but also built upon, as student and family needs, mental health issues, and school safety needs continue to
Benita J. Anderson
evolve. One example is the importance of reliance on digital communication for school personnel, students, and families, i.e., checking email frequently, mastering the use of student information management systems, etc. This article will specifically identify and discuss how this and other pandemic-influenced modifications, classroom and buildingwide, have challenged, but also positively impacted, the use of traditional practices.
Lesson 1—The File Cabinet Purge: Why Instructional Traditional Practices Are Losing Effectiveness and Popularity
One quality practice of the most organized teacher has been to maintain a file cabinet of worksheets, projects, tests, and quizzes and recycle them year after year. While this proved to be efficient in the past, one could question its usefulness during the mandatory remote learning phase. While the technologically-savvy teacher learned to scan these documents and make them available digitally, many teachers lacked the skill set and/or equipment to make the conversion effortlessly. However, ultimately, teachers, coaches, and content specialists learned that the existing online digital resources were more suitable, as they were designed for online and digital implementation. Not only did this switch save time, but it also brought to the forefront the likelihood that much of the file cabinet collection
could stand an upgrade. Respectfully, recycling assignments for multiple years can save time, but digital instructional materials are easier to upgrade, and thus are less likely to become obsolete, as is the case with the file cabinet contents.
In addition, the extended period of digital teaching and learning has resulted in increased skills and knowledge for all stakeholders. The use of mediadriven instructional tools, apps, and resources is guaranteed to increase student engagement and motivation. Learning environments that incorporate technology and digital teaching and learning might give the appearance of a more active setting, compared to sitting and quietly completing worksheets, but the fact is that a variety of learning styles, reading levels, and comprehension levels can benefit from the change. A plus for teachers: Aligning the objectives of media-driven lessons with your assessment needs will save hours of grading time, as most digital learning platforms provide the necessary feedback for individual students, allowing more time for differentiated instruction.
Lesson 2—Effective Classroom Facilitation and Digital Competence: The Connection
Teachers and instructional staff proved to be at a wide range of skill levels and even interest levels in March 2020. Many
Lessons
were almost totally handicapped when given instructions such as… Come to school to pick up a laptop and prepare to begin remote instruction on Monday. Some districts provided instructions via email. Others printed hard copies of instructions on how to use programs such as Google Classroom, Zoom, etc. However, many teachers who had been able to navigate through with very limited digital and computer knowledge admitted their feelings of helplessness. Not only were they to learn how to conduct remote instruction, but keep in mind, they still have to figure out how they will teach their content without accessibility to the lab equipment, stations, desktops, and other items that had proven essential for their entire teaching careers.
The good news: As time allowed, teachers were able to pair up with colleagues who were digitally ready and had been utilizing technology as a practice and lean on each other for support. After all, many would agree that collegiality and teamwork are norms in the profession.
All teachers and instructional staff must take this opportunity to grow in their knowledge of digital instruction by continuing to use online resources, requiring students to utilize search engines to locate information, and
encouraging them to present the information using presentation software. In addition, using software to randomly assign groups is excellent preparation for life after graduation, whether in the workforce or college, as the ability to work in teams is a valuable soft skill.
Lesson 3—School-to-Home Communications: The Upgrade
At the onset of the required virtual teaching and learning, it quickly became a reality that teacher/parent and school/ parent communications would need to take place digitally, i.e., email, or using the parent portal of the school’s student information system. Except for those schools in which teachers were already equipped with a Google phone number, teachers and instructional staff would only be able to conduct phone calls using personal phones. In addition, as was the case pre-pandemic, parent home and cell phone numbers sometimes changed, without being updated in the student records. The result: Home-to-school communications could become void. In some situations, parents were not able to participate in staffings, IEP meetings, and other meetings due to transportation and other personal circumstances.
However, fast forward to 2025, and you will agree that nearly all humans have been zoomed in to connect with family, school, religious gatherings,
social gatherings, group projects, longdistance family celebrations, party planning, business meetings, etc. As a result, opportunities for parents and school personnel to connect and meet have increased and can be easily arranged, allowing flexibility to meet all parties’ schedules. It is recommended that schools do not return to relying
limitations, allowing friends and family to attend, even with social distancing. Others conducted graduations at the schools but with creativity ranging from principals meeting graduates at their cars and conducting drive-through diploma distribution to even more elaborate parade-like ceremonies. While we might not desire to repeat the pandemic, many
...use this new knowledge and digital meeting format to increase efficiency, encourage parent participation, and increase opportunities to connect...
primarily on the slower, less reliable, and in many cases, less desirable meeting and communications practices, but rather use this new knowledge and digital meeting format to increase efficiency, encourage parent participation, and increase opportunities to connect with all stakeholders without the inconveniences of physically driving to the meeting place.
While discussing school-to-home communications, let us not forget the creative, fun, and personal graduation ceremonies. Administrators and staff at smaller schools opted to drive to students’ homes to present gifts, certificates, and diplomas, while capturing video and photos of graduates receiving their diplomas, all with no ticket
parents responded that this was the most memorable graduation yet.
Lesson 4: Maintain Community/ Business Partnerships
To serve the needs of families and address teaching and learning, companies and organizations reached out to schools to assist. For example, many students relied on breakfast and lunch at school. Many of these same families depended on school bus transportation. With both of these on hold, some community organizations offered their parking lots as a location for food pickup. District and school personnel transported the packaged food to central locations within walking distance of their residences and distributed it to families. This is only one example of how
community/school partnerships increased during this critical time. Maintaining and growing these relationships was a win-win for the school districts and the external partners. The partnerships invoked a sense of trust from both parties and allowed families’ nutritional needs to be met in a time of crisis.
Lesson 5—Recognize and Support the Traumatic Effects: Focus on Mental Health Needs
Most of us can agree that an approximately 18-month school shutdown had a psychological impact on all stakeholders. While social emotional learning was in existence pre-pandemic, the return to in-person learning and the noticeable change in behaviors with students exhibiting more anxiety and aggression, initiatives for addressing mental health took a front seat. Some examples include teletherapy (making online one-on-one therapy sessions available within the school and at home), implementation of mindfulness practices within schools, increased social worker and counseling staff, etc. While the event is no longer taking place, the long COVID effects provide validation for not only retaining mental health initiatives but also increasing options when possible. This applies to staff as well as students. Some schools have created a quiet physical space within their buildings for teachers to ground
and center themselves during the school day as needed.
In summary, let us look back on the school shutdowns as a learning experience and an opportunity to become better and stronger in our school environments.
Dr. Benita J. Anderson, Ed.D. brings 30+ years of experience in public education to the table. As founder and CEO of STRETCH Educational Training and Support, Dr. Anderson conducts training sessions and presentations for educators at all levels. She has presented at local, state, and national conferences, in addition to conducting on-site and virtual professional development training sessions. She is a member of the Association of Teacher Educators and has served as a presenter at their local and national conferences. Visit www.stretchyourschool.com to learn more.
Elevating Graduation Rates Through Collective Efficacy: Connecting People and Data for Student Success
Introduction
Like many, our school district faced declining graduation rates in the wake of the pandemic, and school leaders reported an increasing number of students whose attendance, behavior, and academic performance indicated they needed more support than our existing systems could provide. Rather than viewing this as an insurmountable challenge, we recognized an opportunity to reimagine our approach to student support. Guided by John Hattie's research on collective teacher efficacy, which has consistently shown to be one of the most significant factors influencing student achievement, we embarked on a journey to transform how our educators worked together to support student success (Hattie, 227-229).
Understanding Collective Efficacy
Collective teacher efficacy refers to the shared belief among teachers that through their collective action, they can positively impact student outcomes regardless of external factors. According to Hattie's research, this belief system has an effect size of 1.57, making it one of the most powerful influences on student achievement;
Dave Carson
more influential than socioeconomic status, prior achievement, or home environment. (Hattie)
When educators believe in their collective ability to make a difference, they demonstrate greater persistence, resilience, and willingness to try new approaches. This shared confidence creates a positive cycle: teachers set higher expectations, put forth greater effort, and collaborate more effectively, which leads to improved student outcomes, which in turn reinforces their belief in their collective capability.
However, collective efficacy doesn't develop spontaneously. It requires intentional cultivation through structures that facilitate meaningful collaboration, shared decision-making, and a common focus on student success.
A Call to Action
In SY 2022, our district data revealed a troubling trend: our four-year graduation rate had dropped by 8 percentage points from its peak. Simultaneously, we were receiving reports from principals and staff about a growing number of high school students
exhibiting concerning behaviors that our traditional intervention systems weren't adequately addressing to include chronic absenteeism, class avoidance, core course failures, and disciplinary incidents related to disengagement. These indicators pointed to a growing population of students who were disconnected from school and at risk of not graduating. Our existing tiered intervention system was not functioning as a truly responsive network of support.
...collective efficacy doesn't develop spontaneously. It requires intentional cultivation...
Building Connections Through Collaborative Structures
To address these challenges, we formed a cross-functional high school intervention committee composed of high school administrators, counselors, teachers from various disciplines, students, community members, and district leadership. This committee was charged with identifying evidence-based practices for improving on-track rates and graduation outcomes through a collaborative and consensusbased process.
We embarked on a learning journey that included data collection and reviews, student shadowing, focus groups with students and staff, literature review, and
networking with other school districts. Through these learning experiences, we built collective clarity about the challenges we were facing as well as possible solutions that others were already using with positive outcomes.
Sustainable Interventions: Building Lasting Connections
Armed with this deeper understanding of student needs, we implemented four key interventions designed to reconnect students with their education and improve graduation rates:
1. Regular Data Reviews by Teacher Teams
The foundation of our intervention system was the implementation of regular, structured data reviews. Teacher teams met weekly to analyze course grades, with particular attention given to students who were not passing. These reviews weren't merely administrative exercises; they were collaborative problem-solving sessions where teachers shared insights, identified patterns, and developed targeted support strategies.
The power of these reviews lay in their collective nature. By bringing together multiple perspectives, we were able to identify underlying issues that might not be apparent to a single teacher. A student struggling in multiple classes might need different support than one
struggling in just one subject. These nuanced insights allowed for more effective interventions.
2. WIN Time and Weekly Late Starts
We redesigned our school schedule to include "What I Need" (WIN) periods four days a week. These flexible support classes provided dedicated time for targeted interventions based on specific student needs identified during data reviews.
To enable effective planning for WIN time, we implemented weekly late starts for teachers. During this collaboration time, teacher teams reviewed student data and planned interventions to offer during WIN periods. This intentional connection between teacher collaboration time and student intervention time created a responsive system where student support was directly informed by current data and collaborative teacher insights. The flexibility of WIN time allowed us to match students with the right type of support at the right time, creating a dynamic intervention system that could adapt to changing student needs.
3. Link Crew: Peer Mentoring for Transition Support
Recognizing that the transition to high school is a critical juncture that can influence graduation outcomes, we launched Link Crew, a peer mentoring
program that connects incoming freshmen with trained upperclassmen mentors. This program was designed to provide social, emotional, and academic support during the crucial first year of high school.
Link Crew mentors met regularly with their freshman groups, providing guidance on navigating high school and connecting with school resources. Beyond these structured interactions, Link Crew mentors served as accessible role models and informal support figures throughout the school year.
4. Student Success Intervention for Off-Track Students
For students already off track for graduation, we implemented a comprehensive Student Success Intervention (SSI). This program provided intensive, coordinated support from a team including an interventionist, classroom supervisor, and counselor. The focus was on improving executive functioning skills and providing opportunities for credit recovery.
The SSI team worked with each student to:
• Develop individualized academic plans addressing specific barriers to graduation
• Improve executive functioning skills such as time management, organization, and study strategies
• Provide flexible credit recovery options tailored to individual learning needs
• Connect students with additional resources such as mental health support or community services
What made this intervention particularly effective was its team-based approach. By bringing together professionals with different expertise and perspectives, we were able to address the complex, often interconnected factors that contributed to students falling off track.
Measuring Impact: Connections Lead to Completion
This is our first year implementing all of these interventions, and already we have seen these significant improvements in key indicators:
• A 10% increase in the number of students passing all classes at the end of the first semester as compared to the previous 2 years.
• An 8% increase in the number of students on track to graduate
• 85% of students participating in SSI have reduced their negative behavior incidents, and 52% have improved their class pass rate.
• An 8.5% increase in 9th grade student rating of “Sense of Belonging”
Beyond these quantitative measures, we observed qualitative changes in how staff
interacted with students and each other:
• Teachers reported greater confidence in their ability to support struggling students
• Counselors and administrators noted improved communication and coordination around student needs
• Students reported feeling more connected to school and more supported in their academic journey
These outcomes weren't just about better numbers; they represented stronger connections between students and their education, between staff members across roles, and between our practices and our values.
Lessons Learned: The Power of Purposeful Connection
Our journey yielded several key insights about fostering collective efficacy and building sustainable connections:
1. Structured collaboration is essential: Meaningful collaboration doesn't happen by chance. It requires intentional structures that bring diverse perspectives together around a common purpose.
2. Inter-district networking amplifies impact: Connecting with other school districts facing similar challenges provides both validation and valuable insights. These collaborations allow
districts to learn from each other's experiences and adapt successful approaches to their own contexts.
3. Data can build bridges: When used collaboratively, data becomes a powerful tool for connection rather than division. Our regular data reviews helped create shared understanding and common goals.
4. Multi-tiered interventions work best: Different students need different levels of support. Our approach— ranging from peer mentoring through Link Crew to intensive SSI—allowed us to match resources to student needs.
5. Sustainability comes from system change: By restructuring our schedule to include both WIN time and collaborative planning time, we embedded our interventions into the fabric of the school day, making them sustainable beyond initial implementation.
Conclusion: Connected for Success
As we reflect on our district's journey, it's clear that the improvement in course pass rates wasn't just about implementing new interventions; it was about changing how we worked together to support students.
By intentionally fostering collective efficacy, we strengthened connections
The power of this approach lies in its sustainability; it's built on connections rather than isolated programs, it can adapt to changing circumstances and continue to evolve.
among staff, students, and data that have transformed our educational environment. Teachers no longer feel solely responsible for student success; they see themselves as part of an interconnected system of support. Students no longer fall through the cracks between departments or grade levels; they're held in a network of relationships that guides them toward graduation.
The power of this approach lies in its sustainability; it's built on connections rather than isolated programs, it can adapt to changing circumstances and continue to evolve. As new challenges arise, our collective efficacy gives us the strength to address them together. Our experience has shown that who we are together and how we connect, collaborate, and collectively believe in our students' potential may be the most powerful factor in student success.
References
Claude. (2024). Claude (3.7 Sonnet version) [Chatbot].
Hattie, J. (2023). Visible Learning: The Sequel: A Synthesis of Over 2,100 MetaAnalyses Relating to Achievement Routledge.
Dave Carson serves as the Assistant Superintendent for the Belvidere School District. He has held this position for nine years and is responsible for supporting and coordinating continuous improvement efforts aligned to the district's strategic plan. He serves as the supervisor of the secondary school principals and district administrators who lead bilingual programming, student services, and career readiness. Prior to his position in Belvidere, Dave worked in the Rockford Public Schools’ district office as the Executive Director of College and Career Readiness, where he led the transition of their high schools to wall-to-wall College and Career Academies.
Lindsey J. Frank
The Heart of Connection: High-Impact Strategies for Strengthening Learning Communities
Educators and leaders are being called to become warriors of the heart at a time when societal disconnection and division are escalating. They are taking courageous actions to strengthen the connection between all members of the learning community, advocating for the vibrant mosaic of diversity. By committing to a culture of belonging, we can cultivate a thriving and sustainable educational ecosystem that is resilient to any storm.
Getting Clear on Connection
Connection is not just an educational priority—it is a fundamental human need that supports mental health, well-being, and longevity (Holt-Lunstad, 2024). Not only does research show the positive impact of connection on our health, but it also fosters trust, resilience, and belonging (Li & Li, 2024). By nurturing relationships within education, we plant the seeds for lifelong, authentic connections beyond the classroom.
Genuine connection requires two layers: mindful selfconnection (having strong ongoing self-awareness to take action with integrity) and mindful social connection
The Heart of Connection (cont.)
(using the foundation of mindful selfconnection to nurture relationships while intentionally growing interconnection), as shared within the Educating Mindfully Framework (Frank et al., 2024). Flourishing social connections stem from self-connection (Klussman et al., 2020). However, in education, social connection is often prioritized while self-connection is overlooked. Without mindful self-connection, we inadvertently reflect unregulated nervous systems across our learning community, leading to disconnection. Instead, pseudoconnections are formed—interactions that appear positive but lack depth and
Reflecting on Relationships
sustainability. Both self-connection and social connection must be supported to cultivate heart-centered relationships.
To strengthen connection, identify the qualities of relationships currently in your community. On the Connection Continuum below, notice where you would place the following relationships:
● Relationship with yourself
● Relationship with staff/colleagues
● Relationship with students
● Relationship with families
● Relationship with your community
Reflecting on Relationships
To strengthen connection, identify the qualities of relationships currently in your community. On the Connection Continuum below, notice where you would place the following relationships:
• Relationship with yourself
• Relationship with staff/colleagues
• Relationship with students
• Relationship with families
• Relationship with your community
No awareness of a connection to the self or others, a lack of empathy and compassion. Awareness of a connection, but actions are limited or lack intentional purpose. Basic connection exists, but it is not meaningful or sustainable. Connection is conditional; it is determined by the context and lacks authenticity A desire for connection exists with increased opportunities to learn more, yet interactions are still guarded. Connection is intentional with the purpose of fostering sustainable relationships based in empathy and compassion. Deep awareness of self-connection as the foundation for social connection; relationships are sustainable, supportive, and interconnected across all settings, based in empathy, compassion, and purpose.
Connection Continuum (Frank, 2025).
After identifying the levels of connection within your learning community, set goals to move
After identifying the levels of connection within your learning community, set goals to move towards interconnection. The essential practices below can support your goals and shift from a reactive approach to climate to a proactive and responsive approach through connection (Foster et al., 2017).
Essential Practices and High-Impact Strategies for Connection
Essential practices that continuously come up for schools striving to create a culture of belonging are: cultivating the environment, deepening presence, and fostering interconnection. Adults must embody the practices for sustainable impact; therefore, each practice begins with educators and leaders, then expands to students, families, and communities (ASCD, n.d.). While some strategies may seem simple or already exist, their effectiveness is found in the subtle levels of intentionality and integration.
Essential Practice 1: Cultivating The Environment
The environment serves as the container for every interaction. If the environment does not foster belonging, the educational ecosystem's growth is stunted (NSCC, 2025). Trust, collective efficacy, and community within a school are reflected in everyday interactions (CASEL, 2025). Observing body language, engagement levels, communication
patterns, and relationship dynamics can reveal the current state of connection within the environment.
• High-Impact Strategy: CommunityCentered
Agreements
At the heart of a connected environment are community-centered agreements. When integrated with intention, co-creation, and adaptability, agreements have the potential to amplify connections and create a shared purpose. These agreements are not a compliancebased set of behavior rules, something that is only developed at the beginning of the school year, or found at the top of an agenda never to be seen again (or, at best, an honorable mention). These agreements are heart-centered, purposeful, and create a courageous space for all voices.
• Application
Commit to 2-4 co-created, consistent community-centered agreements that emphasize values like openhearted communication, valuing all voices, and embracing possibilities. Make the agreements visible and accessible (examples: create a poster, centerpiece, cards, or a presentation slide), leave an open space at the bottom of the visual for opportunities to customize the agreements depending on the experience. As
agreements are embedded, highlight particular agreements based on the moment; invite personal reflection to choose an agreement as an intention; integrate the agreements into meetings, learning, and experiences (every time); and use the agreements as prompting language when integrity is not upheld. When agreements are intentionally woven into daily practices, they become an embodied way of being.
heard and valued. This practice enhances awareness of how messages are shared to promote thoughtful, supportive communication.
• Application
Use validation, clarification, silent space, and curious inquiry to support the conversation. Close the conversation with gratitude to affirm connection.
Essential Practice 2: Deepening Presence
Community is not just about being together—it is about being fully present. Presence transforms relationships, shifting interactions from passive exchanges to compassionate connections (Skoranski et al., 2019). Our inner awareness cultivates curiosity and openness within relationships.
• High Impact Strategy: Mindful Communication
Mindful communication opens hearts to diverse perspectives and experiences. It requires intentional attention, ensuring everyone feels
Before engaging in a conversation, set an intention (examples: to consider new perspectives, seek understanding, or connect to their story). Practice mindful listening by maintaining focus, creating an anchor for your attention (like your breath or a focusing object to hold), becoming aware of your internal emotional communication, and pausing before responding. Use validation, clarification, silent space, and curious inquiry to support the conversation. Close the conversation with gratitude to affirm connection.
Essential Practice 3: Fostering Interconnection
Interconnection ensures that everyone in the learning community sees their value within the collective whole (Kravets et al., 2021). Schools become ecosystems of interdependence, where each person’s unique gifts contribute to a shared purpose. As interconnection grows, the
learning community extends its impact beyond the school, fostering a global perspective on belonging.
Being the Bridge to Belonging
• High Impact Strategy: Leveraging the Ecosystem Schools that leverage their ecosystem empower their learning community to contribute meaningfully to the collective purpose. The Educating Mindfully Framework illustrates how mindfulness-based learning integrates across settings to cultivate interconnection.
It is through mindful connection that we foster growth, inspire change, and cultivate learning environments where every person feels seen, heard, and valued.
Every connection is a link in the bridge to belonging. Education professionals are not only responsible for building this bridge–they become the bridge. By cultivating environments that support meaningful relationships, deepening presence in our interactions, and fostering interconnection, we transform learning communities into ecosystems of belonging. As we strengthen these foundations, we empower future generations with the resilience, empathy, and capacity to sustain connection in an ever-transforming world.
• Application Facilitate reflective experiences that help everyone recognize their unique contributions within the learning community. Align the community’s skills with the Educating Mindfully Framework to identify interconnection strengths and gaps within the ecosystem. Celebrate contributions to nurture valued belonging and transition from hierarchical systems to community-driven approaches.
Ultimately, connection is the heart of education. It is through mindful connection that we foster growth, inspire change, and cultivate learning environments where every person feels seen, heard, and valued. The time to commit to belonging is now, because the strength of our communities depends on the depth of our heart-centered connections.
CASEL. (2025). Focus area 2: Strengthen adult SEL competencies and capacity: Promote trust, community, and collective efficacy among staff.
Collaborative for Academic, Social, and Emotional Learning. Retrieved from https://drc.casel.org/strengthenadult-sel-competencies-andcapacity/promote-staff-trustcommunity-and-efficacy
Foster, C. E., Horwitz, A., Thomas, A., Opperman, K., Gipson, P., Burnside, A., Stone, D. M., & King, C. A. (2017). Connectedness to family, school, peers, and community in socially vulnerable adolescents. Children and Youth Services Review, 81, 321–331. https://doi.org/10.1016/j. childyouth.2017.08.011
Frank, L. (2025). Mindfulness-based learning: Connection continuum. The Butterfly Within. Retrieved from https://www.thebutterflywithin. me/learning
Frank, L., Rohrbach, C., & Fullerton, K. (2024). Educating Mindfully
Framework: Mindfulness-based learning. Coalition of Schools Educating Mindfully. Retrieved from https://www.educatingmindfully. org/framework
Holt-Lunstad, J. (2024). Social connection as a critical factor for mental and physical health: Evidence, trends, challenges, and future implications. World Psychiatry, 23(3), 312-332. https://onlinelibrary.wiley.com/ doi/10.1002/wps.21224
Klussman, K., Nichols, A. L., Langer, J., & Curtin, N. (2020). Connection and disconnection as predictors of mental health and wellbeing. International Journal of Wellbeing, 10(2), 89-100. DOI:10.5502/ijw.v10i2.855
Kravets, O., Klikushina, T., Palmove, E., & Shchitova, N. (2021). The interconnection of school culture and educational management. Advances in Social Science, Education and Humanities Research, 527. DOI:10.2991/assehr.k.210322.149
Li, Z., & Li, Q. (2024). How social support affects resilience in disadvantaged students: The chain-mediating roles of school belonging and emotional experience. Behavioral Sciences (Basel, Switzerland), 14(2), 114. https://doi. org/10.3390/bs14020114
NSCC. (2025). What is school climate and why is it important? National School Climate Center. Retrieved from https://schoolclimate.org/schoolclimate
Skoranski, A., Coatsworth, J. D., & Lunkenheimer, E. (2019). A dynamic systems approach to understanding mindfulness in interpersonal relationships. Journal of Child and Family Studies, 28, 2659-2672. https://doi.org/10.1007/s10826019-01500-x
Lindsey J. Frank, M.Ed. is the president of the Coalition of Schools Educating Mindfully, where she led the co-creation of the mindfulness-based learning framework and micro-credential program. Lindsey has served in learning communities as a learning behavior specialist, interventionist, classroom teacher, districtwide climate and socialemotional learning coach, and has a master’s in educational leadership. Inspired by her years and passion in education to support well-being, Lindsey developed her company, The Butterfly Within®, empowering educators and leaders to cultivate courageous, calm, and connected communities. She is an award-winning children’s book author and has received specialized certifications in transformational coaching, yoga, mindfulness, and meditation. Her life motto is: Be generous with your time, go where others are afraid to go, give it all you’ve got, and love what you do.
Melissa Gill
Instructional Coaches: Building Critical Connections for Successful Sustainability
When asked about the crucial role and responsibility of an Instructional Coach, Jan Hasbrouck and Daryl Michel are noted as stating:
“(It is...) a cooperative, ideally collaborative, professional relationship with colleagues mutually engaged in efforts that help maximize every teacher’s skill and knowledge to enhance student learning” (Hasbrouck & Michel, 2022).
When the connections between an administrator, a coach, and a teacher are properly enacted, students are beneficiaries of immense instructional gains far exceeding everyone’s expectations. These valuable connections foster and ensure long-term sustainability.
Connecting the Vision
For everyone to grow and improve their instructional practice, all must reflect and determine next steps for student growth and mastery. In isolated teacher silos, this is extremely difficult. We only know what we know, and we don’t know what is missing in our toolbox without outside questioning and support. Without a clear understanding
and vision, instructional coaching takes on the incorrect assumption of test coordinator, in-house substitute, or “right arm” of the administrator. True advocates of effective instructional coaching know that these tasks and assumptions truly
implement this strategy across grade levels with similar learning patterns?”
While coaches are part of the instructional leadership discussions, they are in no way observers, supervisors, or formal evaluators of teachers.
undermine the value of reflection, modeling, and application. When this role is defined as a connector to student success, as a thinking space for teacher and coach to understand how students learn best, the doorway of possibility and potential is opened in such a way that the learning community thrives.
Connecting the Staff
Coaching is difficult. Establishing trust takes time and space. Coaches must be diligent in building these relationships. All relationships. This often requires coaches to swallow their egos and enter the learning space of a colleague who may not teach a concept or standard the way they would teach it. Coaches must look past teaching style preferences and ask, “Are students learning? Are they growing? What is the teacher doing that ensures student success? How can we
Many times, the Instructional Coach must be willing to step back and assist teachers with making connections with other colleagues to ensure student growth. This acknowledgement comes with knowing that peers learn best from their peers, and helping teachers connect with each other strengthens and builds collective efficacy. There is no greater joy than seeing how well a team starts to work together after a coach has gone out of their way to establish relationships and trust among the group!
Instructional Coaches are often seen as the “right arm” of the administrator, when this is farthest from the responsibility of any student-focused coaching initiative. While coaches are part of the instructional leadership discussions, they are in no way observers, supervisors, or formal evaluators of teachers. Their role is to partner with educators in coaching cycles and
modeling, lesson planning, and data analysis to search for ways to improve instructional mastery for students. This type of relationship takes time to build. Teachers crave authenticity. Administrators should encourage this type of relationship-building among staff. In some instances, it is difficult for an administrator to allow for this type of growth amongst coaches and teachers, but for all to flourish, it is a must—a necessary step for growth. As noted by Pati Montgomery, “An additional person beyond the school leader to assist teachers in shifting practices provides a tremendous advantage as they try to implement...change” (Montgomery, 2025).
Connecting the Professional Learning
Sustained professional learning goes far beyond the PLC time provided by school corporations. To see lasting change in classrooms, for teachers to truly embrace new habits of instruction, coaches must connect with the professional learning sessions and model these best practices in the classrooms. Coaching cycles centered around student data are critical for establishing a successful community. When coach and teacher work as one to elevate the expectations of the learning environment, students build confidence, and once they have experienced this success, they desire to obtain more of it. It is a fruitful cycle!
Coaches connect teachers to professional learning, beyond the “sit and get” mentality, often demonstrating how the bite-sized action steps will make a long-term impact. One of my favorite mantras for teachers is “Slow to Grow.”
As an Instructional Coach, I’ve helped teachers formulate defined goals and expectations for explicit phonics instruction. While the professional learning session provided teachers with the big picture, the overarching goal, the learning needed to be broken down into bite-sized chunks for true understanding and application. Knowing that most professional learning takes 2-4 years to fully develop and flourish, we moved forward with the vision of completing each component of explicit phonics instruction with teacher mastery over a 3-year span.
This intense cycle of focusing on teacher knowledge resulted in student growth data that led to so many celebrations.
As an Instructional Coach, being in the classroom, modeling each step of the way, allowed teachers to step outside of their own comfort zones and receive feedback during walkthroughs, while also visiting other classrooms for reflection and mastery. This is only one instance of growing connection to professional learning in such a way that both coaches and teachers grow together, resulting in student success.
It elevates the achievement factor in the school when Instructional Coaches are connected to all of the crucial stakeholders, including teachers, students, and parents.
Connecting the Learning Community
When considering educational sustainability—the endeavor to stay together and thrive for the unforeseeable future—coaches help cement the foundation by encouraging a consistent atmosphere and message of lifelong learning, not only for themselves but for the educators and families around them. This desire for knowledge impacts the lives of our students and the families we serve in greater capacity, resulting in better decision making and career success (just look at the educational pipeline for failed literacy rates to jail vs communities with literate students). Most of us have a literacy and/or family night event, and most of them are organized by a leadership team that includes an Instructional Coach, who uses their influence and connections to build upon the learning that is happening across the school community. This ability to establish connections across grade levels builds and empowers learners to become critical thinkers and to take responsibility for their education. It elevates the achievement
factor in the school when Instructional Coaches are connected to all of the crucial stakeholders, including teachers, students, and parents.
Conclusion
“Inspect what you Expect” is a famous catchphrase/quote among leaders and coaches when discussing professional learning and growth around the school. Honestly, I would love to see the following mantra take root and grow across schools with the desire to stay together: “Connect to Sustain.” Without connection, everything is surface level, superficial, and unsustainable. It is only within the walls of authenticity (and trusted connection) that true learning can grow and flourish, resulting in a thriving school community.
References
Hasbrouck, J & Michel, D. Student-Focused Coaching: The Instructional Coach’s Guide to Supporting Student Success Through Teacher Collaboration. 2022
Montgomery, P. It’s Possible! A Leadership Plan for Implementing Quality Reading Instruction and Ensuring Literacy for All. 2025
Melissa Gill brings a wealth of experience to her role as WVEC's Instructional Outreach Director, having navigated the diverse landscape of education as a primary and intermediate classroom teacher, instructional coach, reading specialist, and administrator. After facilitating preK12 district professional development and providing leadership support for MTSS
(Multi-Tiered Systems of Support), Melissa is deeply committed to enhancing educator effectiveness and student outcomes. Currently, Melissa channels her expertise into supporting and inspiring educators while fostering valuable partnerships with educational organizations to address the needs of all students. Her passion for literacy is evident in her role as a Literacy Instructor for Indiana University Kokomo and as a Keys to Literacy Consultant. Additionally, she serves as the Executive Board Secretary for the Indiana State Literacy Association, contributing to the advancement of literacy initiatives.
Dennis J. Kirchen
First Impressions: Preparing Parents for the Initial IEP Meeting
Many parents report that Individualized Education Program (IEP) meetings are intimidating and overwhelming, especially their first encounter with this part of the educational process. They describe being surrounded by various professionals, most of whom they have never seen before, who use jargon to discuss complicated evaluation results about their child that everyone in the room seems to understand but them (Gargiulo & Kilgo, 2025; Turnbull, Turnbull, Wehmeyer, & Shogren, 2020). As a result, they feel marginalized, like an outsider in the process. Initial impressions are highly influential in forming perceptions, emotions, and future behaviors and expectations (Asch, 1946). It begs to question, how can schools more effectively engage parents at this critical point in order to prepare them for the initial IEP meeting, decrease their anxiety levels, and demonstrate that they are a valued part of the team advocating for their child?
A Closer Look
The Individuals with Disabilities Education Act (IDEA) mandates parent involvement in identification, IEP, and review processes (US Department of Education, 2004). The intent is to empower parents by having them become
an integral part of the team designing the education program that will benefit their children. Yet as the saying goes, “your mileage may vary.” Research reports negative parental experiences including: feeling like their involvement is only for legal compliance rather than valued input, being viewed as adversaries instead of allies, expected to agree with predetermined decisions, and invited only to provide their consenting signature (Deardorff & Yeager, 2021; Fish, 2008; Rock, 2000; Salas, 2004; and Stoner, Bock, Thompson, Angell, Heyl, & Crowley, 2005).
It appears some work still needs to be done to address these types of concerns. A more proactive approach that prepares parents for their initial IEP meeting, beyond just receiving the date, time, and location, is warranted (Dilberto & Brewer, 2012; Turnbull, et al, 2020). One solution involves offering a pre-IEP parental meeting where parents receive necessary information, guidance, and disclosure of what to expect during the IEP meeting; all of which will reduce parental anxiety and promote more meaningful engagement in developing the IEP (Mapp, Carver, & Lander, 2017; Turnbull, et al., 2020).
Planning a Pre-IEP Parental Meeting
Pre-IEP parental meetings can occur at any point in the year, though many
schools will probably offer them during “IEP season” (spring). Since IEPs must be developed within 30 calendar days following evaluation and eligibility determination, pre-IEP parental meetings can be anticipated and scheduled to occur shortly after the eligibility determination is expected (Illinois State Board of Education, 2020; US Department of Education, 2004). This allows parents some time to gather information as well as become physically and emotionally prepared for the IEP meeting.
Preparing Parents for the Initial IEP Meeting
The pre-IEP parental meeting should be led by either the special education teacher or designated case manager, with the main objective being to prepare and inform parents.
• Process: Inform parents of their rights as well as their role on the IEP team. Discuss how the IEP meeting will proceed. A general procedural agenda can be used to let parents know what to expect for their initial IEP meeting.
• Logistics: Provide the date, time, and location of the IEP meeting. Scheduling the pre-IEP parental meeting in the same room where the IEP meeting will occur can help parents visualize and become familiar with the physical space. An initial IEP
Before the pre-IEP parental meeting ends, let parents know that they have some “homework” to do to prepare for the IEP meeting.
meeting should be scheduled for a longer duration so that parents do not feel rushed (Gargiulo & Kilgo, 2025). It is always better to have more time than less in this situation.
• Introductions: Provide parents with a list of professionals that will be attending the IEP meeting, preferably one that includes a photograph, credentials, and contact information. This list may also include an advocate assigned to assist parents during the IEP meeting to ensure they have adequate input (Goldman, Burke, Casale, Frazier, & Hodapp, 2020).
• Evaluation results: Provide copies of evaluation results, letting parents know they will be discussed at the IEP meeting. (Turnbull, et al., 2020).
• Current Levels and Proposed Goals:
Provide copies of other pertinent documentation related to the child’s current level of performance, as well as a draft of goals that might be suggested at the IEP meeting. Be sure drafts are clearly labeled as such.
• Accommodations and Modifications:
Similar to goals, provide parents
with a draft of accommodations and modifications that might be suggested at the IEP meeting.
• Services and Environments:
Provide parents with a list of services that might be recommended. For environments, invite parents to observe a classroom and/or potential placements prior to the IEP meeting (Turnbull, et al., 2020). At the IEP meeting, parents will be able to recall those placements and offer feedback related to their child’s proposed goals and needs.
• Closing: Inform parents that the IEP will be generated with the whole team’s input and that they will be allowed to review, make corrections (if warranted), and provide their consent to begin the outlined services.
Parents Preparing for the IEP Meeting
Before the pre-IEP parental meeting ends, let parents know that they have some “homework” to do to prepare for the IEP meeting. Reiterate that they have valuable input about their child’s development and educational experience that is crucial for the team to have to
develop an effective IEP. Direct parents to pursue:
• Gathering Information: Collect information on their child’s development, strengths and weaknesses, medical history, and prior educational experiences. Bring copies of pertinent documents and work samples to the IEP meeting, as this information will be helpful during the discussion of evaluation results and the child’s current level of functioning.
• Reviewing and Listing: Review copies of evaluation results, as well as drafts of possible goals, accommodations, modifications, services, and placements. Generate a list of questions or concerns about these areas and be prepared to discuss them at the relevant times in the IEP meeting.
• Observing: Visit classrooms or possible placement locations where the child might be educated. Be prepared to discuss their opinions and ideas during this part of the IEP meeting.
Scheduling a pre-IEP parental meeting provides parents with a wealth of information and the time to process it; ultimately, becoming better prepared to offer valuable information and insight at the IEP meeting. This one extra meeting
can make a huge difference in building a trustworthy and meaningful relationship between parents and school personnel, with their child being the beneficiary of this collaboration.
One Last Piece
After the IEP meeting, survey parents to evaluate the effectiveness of the preIEP parental meeting. Use this data to improve future pre-IEP parental meetings for the next batch of parents that will go through this process. After all, since first impressions shape perceptions and future interactions, why not make them count?
References
Asch, S. E. (1946). Forming impressions of personality. Journal of Abnormal Social Psychology, 41, 258-290. https://doi. org/10.1037/h0055756
Cheatham, G. A., Hart, J. E., Malian, I., & McDonald, J. (2012). Six things to never say or hear during an IEP meeting: Educators as advocates for families. Teaching Exceptional Children, 44, 50-57. https://doi. org/10.1177/004005991204400306
Deardorff, M. E., & Yeager, K. H. (2021). Mothers’ perceptions of satisfaction, trust, and power in the individualized education program process.
Dilberto, J. A., & Brewer, D. (2012). Six tips for successful IEP meetings. Teaching Exceptional Children, 47, 128-135. https://doi. org/10.1177/0040059914553205
Fish, W. W. (2008). The IEP meeting: Perceptions of parents of students who receive special education services. Preventing School Failure, 53(1), 8-14. https://doi.org/10.3200/ PSFL.53.1.8-14
Gargiulo, R. M. & Kilgo, J. L. (2025). An introduction to young children with delays and disabilities: Birth through age eight (6th Ed). Thousand Oaks, CA: Sage
Goldman, S. E., Burke, M. M., Casale, E. G., Frazier, M. A., & Hodapp, R. M. (2020). Families requesting advocates for children with disabilities: The who, what, when, where, why, and how of special education advocacy. Intellectual and Developmental Disabilities, 58(2), 158169. https://doi.org/10.1352/19349556-58.2.158
Illinois State Board of Education (2020). Educational rights and responsibilities: Understanding special education in Illinois, the parent guide. Springfield,
IL: Illinois State Board of Education. https://www.isbe.net/Documents/ Parent-Guide-Special-Ed-Aug20.pdf
Mapp, K. L., Carver, I., & Lander, J. (2017). Powerful partnerships: A teacher’s guide to engaging families for student success. NY: Scholastic
Rock, M. L. (2000). Parents as equal partners: Balancing the scales in IEP development. Teaching Exceptional Children, 32(6), 30-37. https://doi. org/10.1177/004005990003200604
Salas, L. (2004). Individualized education plan (IEP) meetings and Mexican American parents: Let’s talk about it. Journal of Latinos and Education, 3(3), 181-192. https://doi.org/10.1207/ s1532771xjle0303_4
Stoner, J. B., Bock, S. J., Thompson, J. R., Angell, M. E., Heyl, B. S., & Crowley, E. P. (2005). Welcome to our world: Parent perceptions of interactions between parents of young children with ASD and educational professionals. Focus on Autism and Other Developmental Disabilities, 20, 39-51. https://doi.org/1 0.1177/10883576050200010401
Turnbull, A., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2020). Exceptional lives: Practice, Progress, and Dignity in Today’s Schools, (9th Ed.). Hoboken, NJ: Pearson
U.S Department of Education (2004). Individuals with Disabilities Education Act (IDEA): Statute and Regulations. https://sites.ed.gov/idea/ statuteregulations
Dennis J. Kirchen, Ed. D. is a Professor and Acting Chair of the Core Faculty at Dominican University, River Forest, IL. Before his career in higher education, he taught children aged birth through 4th grade in both public and private schools. His current areas of interest include psychosocial development, family dynamics and engagement, and pedagogy of children’s play.
Leveraging Collaborative Learning for Transformational Leadership
Abstract
In today’s rapidly changing educational landscape, leaders must continuously unlearn outdated practices and embrace new ideas to drive student success. This article examines the transformative impact of professional networks and organizations on leadership development. Drawing on firsthand experiences from participation in programs such as the Illinois School for Advanced Leadership (ISAL) and national cohorts like the AASA National Superintendent Certification Program, the discussion highlights how diverse connections foster both personal growth and systemic change. Using change management models and the CHANGE Leadership Framework, the article outlines practical strategies for engaging with professional communities, overcoming barriers, and cultivating a shared vision for educational excellence.
Introduction
In a time when educational demands evolve at breakneck speed, leaders must look beyond their immediate environments for inspiration and guidance. Professional networks and associations offer rich opportunities for learning, collaboration, and innovation. This article explores how engaging with diverse leadership
communities can catalyze change at both personal and organizational levels.
Transforming Leadership Through Collaborative Models
The Role of Networks and Professional Organizations
Early in our careers, our own journeys were transformed through participation in targeted leadership programs. In our second and third years as superintendents, we joined the ISAL cohort in Springfield, Illinois, at the headquarters of the Illinois Association of School Administrators (IASA). This intensive eighteen month program was not only about personal development but also about expanding our professional horizons through collaboration with peers from varied geographic, cultural, and experiential backgrounds.
The evolution from isolated leadership to a collaborative, networked approach can be understood through change models.
Following our time in ISAL, our enrollment in the AASA National Superintendent Certification Program further broadened our perspectives. These experiences reinforced a simple yet powerful truth: meaningful change comes from stepping outside one’s traditional boundaries and learning from a wide array of voices and practices.
The evolution from isolated leadership to a collaborative, networked approach can be understood through change models. Initially, many leaders operate within a “pre-networking” status quo, focused narrowly on local challenges and solutions. The introduction of external elements, such as statewide or national leadership cohorts, disrupts this status quo. Although these opportunities can initially create a sense of chaos (with additional time, financial costs, and external pressures), they eventually lead to an integration of new ideas and practices into daily leadership. The end result is a “new status quo” where professional learning is continuous and the benefits of diverse perspectives are evident in improved student outcomes.
Implementing the CHANGE Leadership Framework
To guide leaders through the transition from isolated practice to collaborative excellence, we propose the CHANGE Leadership Framework:
C – Challenge the Status Quo
Question traditional practices and seek evidence-based alternatives. Whether through in-person visits or virtual learning platforms, invest in opportunities that expose you to innovative ideas, even when logistical or financial challenges arise.
H – Have Open Conversations
Engagement is key. Active dialogue with peers during site visits or professional gatherings not only deepens learning but also fosters mutual support. Ask questions, share insights, and remain receptive to feedback.
A – Adapt and Be Flexible
Recognize that not every solution is directly transferable. Instead, distill core principles from new practices and tailor them to fit your local context, ensuring they address the unique needs of your students and community.
N – Navigate Obstacles
Barriers such as budget constraints or time away from the district are real. Develop strategies—like seeking professional scholarships or integrating virtual learning—to overcome these hurdles while maintaining a focus on long-term benefits.
G – Generate a Shared Vision Leadership is collaborative. Involve colleagues, school boards, and community stakeholders in conversations
about change. Sharing success stories and practical benefits of networkbased learning helps build a collective commitment to innovation.
E – Enjoy the Journey
Amidst the challenges of change, celebrate small wins. The camaraderie built through shared experiences— whether during formal programs or informal exchanges—reinforces a positive and resilient approach to leadership.
Conclusion and Reflective Prompts
Our professional journeys demonstrate that true leadership transcends geographic and institutional boundaries. By actively engaging in diverse professional networks, we not only enrich our own capabilities but also create ripple effects that benefit the entire educational community. As you consider your own leadership path, reflect on these questions:
• Who are your go-to sources for inspiration and learning, and how have they shaped your leadership?
• Reflecting on Welch’s quote, how do you balance personal growth with the responsibility of nurturing others?
• Are you actively seeking out mentors and coaches? If not, what might be holding you back?
• In what ways do professional associations contribute to your growth as a leader?
In embracing change, leaders can pave the way for innovation and improved outcomes in schools today, ensuring that the benefits of collaborative learning extend well into the future.
leader, Dr. Lubelfeld is deeply engaged in leadership development and professional growth, collaborating with state and national associations to inspire the next generation of educational leaders.
Note: This is content from chapter 3 of our forthcoming book, Leading for Tomorrow's Schools Today.
Dr. Michael Lubelfeld has served as a public school superintendent in Illinois since 2010 and currently leads North Shore School District 112, serving the communities of Highland Park and Highwood, IL, just north of Chicago. A nationally recognized educational
A sought-after speaker, he has presented across the United States and internationally on topics including leadership, student voice, global service learning, and innovative educational practices. Dr. Lubelfeld has co-authored several influential books. His latest work, Leading for Tomorrow’s Schools Today, is currently in publication and will be released this year.
Dr. Lubelfeld’s leadership has been recognized with multiple awards, including the 2021 Administration and Supervision Distinguished Alumni Award from the Loyola University of Chicago School of Education. He was recently accepted into the ISTE-ASCD Generation AI Fellowship.
Merikay Marzoni
Scaffolding AI Lessons: Learnings from a Student Teacher
Student teaching is daunting, especially for someone changing careers. I had a long and successful business career, leading large teams and technology projects for many years. Nothing I experienced over those 28 years prepared me for these 10 weeks of student teaching. Until you do it, no one realizes the consistent tenacity and problem-solving skills necessary to complete the job, day in and day out. The one thing I knew I wanted to accomplish was to expose students to the “real world,” passing along the wisdom and knowledge I have gained along the way. As it turns out, I gained as much knowledge and wisdom as I passed along.
The Goal
As part of my student teaching through National Louis University’s M.A.T. program, I was required to create goals for each of the classes I would student teach. As I thought back on my practicum, I kept coming back to the great questions the students had for me. They were so curious about my background. “Why did I quit my job?”, “What does it mean to be a consultant?” and “Why would you want to become a teacher?” Their curiosity confirmed that students would respond well to learning about life beyond the classroom. In that early version of this goal, I would create a project-based learning assignment about
the “real world.” This would be something the students decided on together, worked through at their own pace, and paralleled the curriculum of the class.
The Project
In my first week of student teaching at Oak Lawn Community High School, Jenn Jepsen, one of my cooperating teachers, approached me with an idea. She said, “I was thinking about your real-world project idea, and what if we did something like this,” as she shared a presentation doc with me. It was a project-based learning unit on the ethical use of AI from Spark Creativity’s Betsy Potash (Sparks, 2023). She went on to explain that as the English 2 “team lead” at the school, she was considering exchanging the “Op Ed” unit for an AI research project-based learning assignment. I was thrilled! As a lover of technology, I had been immersed in the world of AI for some time. I knew the importance of AI, and that as it continued to transform every facet of our lives, it was something students would need to know as they entered the job force. Even more importantly, I knew they should be taught how to use it ethically.
Jenn and I worked together with the rest of the English 2 teachers, which included the English department chair, to develop a nearly three-week PBL unit on AI. The unit would focus on research, and it
was through this research, we posited, that the students would discover the importance of using AI responsibly. We then decided to create a similar, more thorough AI research unit for seniors taking the elective class “Transition to College English” (TCE), which I was also student-teaching.
Here’s how we structured each unit for the different grade levels:
Scaffolding for Sophomores
For the sophomores, this was both an individual and a group research projectbased learning assignment, in which the students decided on a topic that interested them about AI, and were grouped based on those interests. Then, the groups crafted a research question, conducted their research, created a slide presentation, and delivered their findings to the entire class.
Their topics included everything from how AI affects creativity and the environment, to its history and dangers, and how AI might affect business and careers. Then, the groups got to work discussing and discovering their research question. We scaffolded this process by assigning a “scavenger hunt” worksheet that walked them through the steps, which included defining their topic, brainstorming, identifying their audience, and finalizing their research question.
Now it was time to do the research. Each student, as a series of individual assignments, was required to find one credible source using the CRAAP (Currency, Relevance, Authority, Accuracy, Purpose) test, annotate it, and finally create a Works Cited page (CRAAP Test Separates Good Resources from Bad - Chico State Today, 2020).
completed an annotated bibliography, and wrote a three-paragraph essay on their findings.
Their topics were very similar to the sophomores’. Early on in the process, while they were working independently, we grouped them with those who chose similar topics to help them brainstorm
They were not allowed to use ChatGPT as the source, but were allowed to use it to find a live, working URL to use as a source.
Next, each group began working on the presentation. For the next several days, the teams worked to synthesize their sources, write their thesis statement, explain their reasoning, and create a visually engaging and compelling slide presentation. Finally, it was time to present. Each presentation needed to be 3 - 5 minutes long, each member of the group had to present, the group had to be prepared to defend their thesis orally, and for this portion, students were assessed for a group grade.
Rigor for Seniors
For the seniors, we decided to make this an individual project, based on input from the other TCE teachers. Each student decided on a topic that interested them about AI. Then, they crafted a research question, conducted their research,
and discover unique research questions. Then, their individual research began. Each student found three credible sources, also using the CRAAP test, then annotated those sources, and finally, created a fully annotated bibliography using “NoodleTools,” an online citation website for students (CRAAP Test). Next, they began working on their individual research essays. For the next several days, they crafted their paragraph,s which had to include a thesis statement, at least two of their three sources cited, along with sophisticated hooks, powerful linking statements, and a strong call to action.
Three Key Student Learnings:
1. The students were allowed to use ChatGPT to find sources, using the PARTS (Persona, Aim, Recipients, Theme, Structure) method of prompting
(Generative AI for Educators - Grow with Google, n.d.). They were not allowed to use ChatGPT as the source, but were allowed to use it to find a live, working URL to use as a source.
The results were mixed for both the sophomores and seniors, based on how well the students prompted. Some gave up almost immediately, abandoning the technology for a traditional Google search. Some, in contrast, understood prompting almost naturally and found their sources with ease. Others tried and tried, finally growing tired of the “hallucinations”, which are made up or incorrect results, or the dead URL links provided by ChatGPT, and turned to the internet. We spent some time discussing each methodology, and the students came away with a much more realistic view of the pros and cons of using GenAI.
aspects of AI, the students began to realize the nuanced, complicated nature of the technology versus something they could just quickly use to get answers for in school. In other words, the responsible, ethical use of AI became clearer to them, as we had hoped!
3. On the other hand, there were more positive questions like, “What inspired AI?”, “How can AI help humans at work?”, and “How do businesses profit from AI?” The students’ answers to these questions
They began to see that the human mind was necessary to harness all of the technology and that not losing sight of that fact would be integral as we move into the future.
were impressive. They began to see that the human mind was necessary to harness all of the technology and that not losing sight of that fact would be integral as we move into the future.
What I Learned
2. The students asked tough questions like, “How is AI affecting the environment?”, “What jobs will become obsolete as a result of AI?”, and “How dangerous is AI?” By immersing themselves in some of the negative
First, I learned the importance of not only creating student teaching goals but also sharing them with cooperating teachers. Second, I learned that I was fortunate to student teach at a school where my ideas were valued and utilized. Third, I learned that even though I had never taught before, I was treated as an essential part of the team, and that
my counsel and expertise from my prior career were considered an asset and not a liability. Last but not least, I learned that by leveraging project-based learning, it empowered the students to come into class and begin working, each knowing where they left off and what else needed to be done. To see them taking this kind of ownership and initiative demonstrated that it’s not only possible, but necessary, to offer this kind of project-based learning on important topics like AI to the leaders of tomorrow.
References
CRAAP Test Separates Good Resources from Bad - Chico State Today. (2020, September 21). Chico State Today. https://today.csuchico.edu/how-tocraap-test/
Generative AI for Educators - Grow with Google. (n.d.). Grow.google. Retrieved March 8, 2025, from https://grow. google/ai-for-educators/
Sparks, B. (2023, July 25). Help Students Consider the Ethics of AI PBL Unit (FREE). Spark Creativity. https:// nowsparkcreativity.com/2023/07/ help-students-consider-the-ethicsof-ai-with-this-free-pbl-unit.html
Merikay Marzoni has passionately chosen to create positive change and inspire the leaders of tomorrow by consciously applying her business, management, marketing, and technology experience to serve as a high school educator. She is dedicated to creatively drawing from the wisdom learned as a C-suite executive to make a meaningful impact every day on the lives of students. Specifically, Merikay has over 28 years of professional experience across the home improvement, technology publishing, and fitness industries.
Sarah Rehn
The LITTLE Moments That Form BIG Connections
As Brian Johnson says in The Breakfast Club (1985), "We're all in this together." And how very important, and timeless, the act of making connections in schools is, because we are all in this together. Whether you are a student or a member of a school’s faculty, finding connections with people is what feeds our souls and keeps us coming back day after day, year after year!
It may seem like a school would be an easy place to make connections. You are surrounded by hundreds of people each day. They can include professionals with rich education, young, innovative, exuberant students, and everything in between. And like Brian reminds us, “We’re all in this together.” However, as with so many things in life, making connections is easier said than done.
Instructional Coaches Build Connections
That is why my position as an instructional coach for my high school is so powerful. I focus on opportunities to build connections amongst staff and students. These opportunities instill lasting connections within our school community, supporting efforts to retain staff members, novice and veteran, as well as strengthening our sense of community.
Connecting with New Teachers
Working with new teachers is one of the most fulfilling responsibilities I have. It is imperative to be thoughtful, consistent, and intentional when finding ways to create bonds for new teachers. The program we have is tiered for meeting schedules based on experience. I have
someone is always thinking about them. One of my favorite traditions comes each Thanksgiving. I write a note to each new teacher expressing why I am grateful they arrived at our school, and deliver it with a mini pie. The smiles I receive, and sometimes even hugs, affirm that connections are taking root.
One of my favorite traditions comes each Thanksgiving. I write a note to each new teacher expressing why I am grateful they arrived at our school, and deliver it with a mini pie.
one-on-one check-ins with teachers from their first year to their third year within our school. In those meetings, a unique relationship is formed that is similar to a mentor, friend, and confidant all mixed into one. When trust is established, and new teachers know they have someone to depend on, we can work together to flourish.
Beyond our individual meetings, I host “newish” teacher breakfasts for all teachers within their first three years at our school. The bond between new teachers is so unique, and these intentional social opportunities foster that bond and remind our new teachers they are not alone.
Another important way I strengthen new teacher connections is to let them know
Building Staff Connections
When focusing on connections for our entire staff, I offer a variety of ways for teachers to gather together. Sometimes we gather for social purposes or stress relief. Sometimes we gather to reflect on our practice. Sometimes we meet together to learn and grow ourselves.
Creating time during lunch for teachers to learn has been powerful this year. Each quarter, I plan a five-week Lunch & Learn series that focuses on building initiatives and teacher interest. Our first quarter session was “Academic Vocabulary”, second quarter was “Measuring Learning & Celebrating Success”, third quarter was “Spice Up Your Teaching”, and fourth quarter will be “Stations for Secondary Classrooms.” Our Lunch & Learns provide a space
where teachers can come together to learn with and from each other. We meet towards the end of the week on Thursdays, and there is always a yummy treat which makes it feel extra special!
A lower-prep idea that helps build connections amongst teachers is the “Would You Rather” question board in my room. Each week, I post a fun question for teachers to respond to on a sticky note. Teachers love coming in each week to answer the questions, but more importantly, to check in with me. The conversations that transpire from teachers stopping by to respond build on each other, again fostering connections
Bored Teachers Comedy Tour. From that, our FUN Committee was born and they work to plan fun ‘extracurricular teacher activities’ on a regular basis. Our content areas also take turns monthly to host a social event at school. These events can range from an elaborate breakfast buffet to coordinating a March Madness Bracket competition. We work hard at our school to be creative so everyone finds their way to connect.
Using Rewards to Connect
It is no secret that people enjoy being rewarded for a job well done, and that is another way to form bonds. By organizing our school’s Student and
It ultimately provides a way to open the door for the conversation.
and allowing people to feel heard and seen. The best outcome is when these conversations lead to brainstorming ideas to help with an issue a teacher might be having (personal or professional). It ultimately provides a way to open the door for the conversation.
Furthermore, intentional time is scheduled for teachers to gather for fun. During the school year, activities are planned by me and our FUN (Fun You Need) Committee, which I occasionally support. One of my first projects in this job was to organize a trip to see The
Staff of the Month program, I can ensure that it happens. Each month, all staff and students are invited to nominate individuals for these awards. Our administrative team sifts through the nominations to find the winners. Every nominee receives a printout of their nominations so they can read the positive comments that were shared about them. Winners receive a certificate and then receive an invitation to an end-ofsemester celebration. Our celebrations have ranged from pizza parties to donut breakfasts. Providing ways like this to celebrate members of our school
community strengthens the connections we are working to build each day.
The key to all of these examples is the intentional purpose behind them and support from school leadership. Taking the time to create, plan, and implement so many various activities can be timeconsuming, but it is so effective and appreciated. The school culture that can be built when you have support and a person to rely on is inspiring. Our staff retention data shows that these opportunities are paying off. Fingers crossed for another year of retaining 95% or more of our staff, and the creation of even stronger connections and friendships. Maybe our next event will be a staff viewing of “The Breakfast Club”! Have fun using any of these ideas within your school.
References
Hughes, J. (Director). (1985). The Breakfast Club [Film]. Universal Pictures.
Sarah Rehn is in her second year as an instructional coach at Belvidere North High School. Before that, she was a special education instructional coach after teaching for 15 years. She loves meeting new people and learning from the variety of talented teachers.
Going it Alone: When Linguistic
Inclusivity is One Person's Responsibility
Carly Spina Abstract
Measuring how linguistically inclusive our classrooms and schools are can be a reflection of our overall school culture and climate for students, families, and staff. LInguistic inclusivity is the responsibility of every stakeholder within a school's ecosystem, but so often it is left to the multilingual department - including the school's EL teacher (and, if the system is large enough, the multilingual director). This article will unpack unfortunately, common lived experiences of what it's like to be the one person doing this work within a school system, and also offer readers a few thoughtful ideas about ways to build up a culture and climate of shared responsibility so that the entire staff can work towards being more linguistically inclusive. In schools across Illinois and across the country, there have been words that have somehow become quite controversial—words like equity, diversity, inclusivity, bias, and culturally responsive instruction—just to name a few. Whether or not this is the case in your school or school system, I want to invite you into a conversation
about linguistic inclusivity and linguistic justice. No matter what your role is, or if you have tenure or not, whether you are an educator, administrator, paraprofessional, or a front office staff member, this is work for all of us across the school ecosystem.
literacy nights, etc.), and much more. This is also ensuring that families know that they have the right to an interpreter for meetings and events. This means, as
Linguistic justice is bigger—it seeks to uproot systems of linguistic oppression and oppressive practices that have harmed our linguistically diverse communities for generations.
This article seeks to offer all of us ways to elevate linguistic inclusivity on the road to being more linguistically just. Linguistic inclusivity is step one. Linguistic justice is bigger—it seeks to uproot systems of linguistic oppression and oppressive practices that have harmed our linguistically diverse communities for generations.
Language Access
Linguistic inclusivity encompasses many things. One part is ensuring that the civil rights of students and families are protected in terms of language access. Families must receive information from the school in their heritage language, including report cards, progress reports, invitations to school events (like school dances, parent-teacher conferences,
one example, that the school provides interpreters for all families who may need it (rather than having a student serve as an interpreter for their grown-up(s), which is illegal and also just pretty darn unethical). Remember, this is basic compliance with the law. It’s not something that deserves a pat on the back.
Anti-Immigration Rhetoric
Historically, language access has been a civil right for students and families for decades, although it is a right that has consistently been threatened, and has also been a right that has been violated over and over again in school systems. Anti-immigrant rhetoric exists in pockets both large and small in every single community, and if you haven’t seen it, you may not be noticing the sly, implicit slights that often occur at both decision-making tables, student data meetings, PTA-sponsored events, and even school board meetings. We cannot
have a conversation about linguistic justice without addressing anti-immigrant rhetoric. If we can’t admit that it exists— even within the hearts and minds of some of our most beloved teammates and colleagues—we are not equitably serving all students and families. It exists. It’s there. Ignoring anti-immigrant rhetoric, or simply trying to “assume positive intent” by implying that a
“How else can we express this idea/word/ concept in another language?”
Isolated Advocacy
All of these small, intentional moments can add up to creating and nurturing a linguistically inclusive learning environment. However, in most schools, this has been left almost entirely to the school’s EL (English Learner) or ML (Multilingual Learner) teacher or the
“How else can we express this idea/word/concept in another language?” Linguistic
teammate “didn’t mean it like that” when speaking in disguised microaggressions, actually impedes linguistic justice. Let’s be real. Let’s name it. Let’s acknowledge that it exists.
Visible and Audible
Linguistic inclusivity can also involve ensuring that we have our community’s languages visible and audible throughout the school and school system. This includes multilingual word walls in classrooms, multilingual voices on the school announcements, multilingual newsletters, flyers, social media posts, and communication to the greater community. This can be heard when educators say things to students they serve like, “Feel free to dialogue your answers in the language of your choice!” or “Capture your thinking in all of your languages!” or
district’s multilingual department. This could include our teachers, coordinators, bilingual family liaisons, or even any multilingual staff member across any role. While these particular teachers or departments may steer their teams/ schools in these efforts, it is unfair and unjust to expect them to do this work by themselves. This can (and often does) contribute to a sense of loneliness for those roles in our school systems. This also can (and often does) contribute to a sense of isolated advocacy, which sustains an old tradition of siloing our teammates, colleagues, and ultimately, the students and families we serve.
Might this be the case in your school or system? Here are some tell-tale signs (and I’ll use the example of an ML teacher,
although I know that not every school has a full-time ML teacher):
• The only physical space in your school that has other languages is on the ML teacher’s door or bulletin board.
• The ML teacher organizes interpreters for events, parent-teacher conferences, or other communication.
• Your scheduled interpreted conferences, meetings, or events don’t have extra time baked in to allow equitable access to communication between two languages.
• The staff member who might be bilingual or multilingual is often pulled to interpret for on-the-spot instances, frequently pulling them from other roles and responsibilities, like teaching.
Owning Responsibility
One of the most obvious problems here is that assuming that language access is only the responsibility of one adult in our school is entirely problematic. All adults in the school ecosystem must own that responsibility, and they also must all be equipped with information about what civil rights laws are and how to follow them. All adults must also be aware of specific mindsets and actions that they can take within and beyond their roles to engage in this work meaningfully.
Every student and family deserves to have the entirety of their linguistic and cultural identity honored and respected—and not just by one adult at school. It’s on all of us. So what do we do? What if I’m a 7th-grade science teacher and I’m monolingual? What if I’m the school psychologist? What if I’m the principal and I have no teaching experience serving multilingual students and families? Good news—you don’t need an invitation to this work. You can be a monolingual human being who engages in this work. You don’t need a title or endorsement on your certificate. Just roll up your sleeves and start.
• Get acquainted with the languages in your community by asking questions of your students, families, teammates, PTA, board members, and even local businesses and agencies in your area. Familiarize yourself with the interpretation (oral language: speaking/listening) and translation (written language: reading/writing) services available to you and those you serve. If your community doesn’t currently have anything in this area, don’t panic! Start exploring and asking questions. What do other school districts use? You do not have to reinvent the wheel!
• Partner with your ML teacher/ department. Be a supporter and an
ally. If they’re constantly being tapped to interpret, be the person who advocates for their fair compensation, or advocate that other tasks might be taken off their plate, like bus duty or morning supervision. They shouldn’t be punished or exploited for their linguistic skill sets, but oftentimes they are, which leads to them feeling like they’re not valued by their colleagues, leaders, or by the system as a whole. This also contributes to earlier burnout in a school year.
• Utilize tech tools (like AI translations) when a professional translation isn’t available to create and post multilingual word walls or posters in your gyms, cafeterias, classrooms, student handouts, Google Classroom announcements, slide decks, and flyers for clubs or tryouts for sports or plays. Make our languages visible! Be sure to utilize a disclaimer that signifies to readers that AI was used and that errors can often occur!
• When a school or district leader shares that an important communication is going out to families this weekend, don’t wait for your ML colleague to ask if translations of documents will be provided to families. Raise your hand and ask that question. It’s a small move, but it shows solidarity and can mean a lot.
• When decisions are being made about curricular resources, ask about materials that might be available in multiple languages. When school board elections are occurring, ask if the applications are available in multiple languages. When the PTA meeting happens next Tuesday, ask if the flyer or invitation went out in multiple languages and if there will be interpreters available for all families. If you sponsor a club or coach a sport, ensure that you are utilizing multilingual communication platforms. Walk around your school building and count how many “multilingual moments” are happening in common areas, and look for opportunities for multilingual moments.
• Be mindful of the word choices that are being used in the school building. Listen for words like “your students” and “my students,” because that can demonstrate examples of siloed advocacy. Engage colleagues across departments and roles, brainstorm together, and ask questions. It’s okay to not know—and it’s even okay to get it wrong sometimes, as long as we continue to take responsibility and push ourselves and each other forward.
Perhaps the easiest way of all to be a linguistically inclusive advocate and ally is to sit down and have a conversation
If your local ML teacher/leader feels alone, this can often be an indicator that the students they directly serve and advocate for may also feel that sense of siloed care.
with your ML teacher. A simple, “How can I support you?” can go a long way, especially if they’ve been secretly battling overwhelm or burnout that can be attributed to siloed advocacy. Encourage other colleagues to do the same. Extending a hand can be exactly what is needed.
If your local ML teacher/leader feels alone, this can often be an indicator that the students they directly serve and advocate for may also feel that sense of siloed care. By extending care to the adults who serve multilingual learners (which, yes, is truly all of us), we automatically extend care to our students and families.
Keep in mind that these days, the ML teacher (or director) may be feeling and facing more instances of trauma, harm, fear, and unease with the rise (and the larger volume and the louder voices) of anti-immigrant rhetoric. If the ML teacher feels alone as an advocate, they not only need a partner in this workthey may also need additional support, like a listening ear from a friend, or a
teammate who is ready to roll up their sleeves to ensure that their colleague doesn’t feel alone.
Carly Spina has two decades of experience in Multilingual Education across various roles. She is currently a multilingual education specialist at the Illinois Resource Center, providing professional learning opportunities and technical assistance support to educators and leaders across the country. Her first book, Moving Beyond for Multilingual Learners, was a 2023 Equity in Excellence Award Winner. Her second book, Igniting Real Change for Multilingual Learners: Equity and Advocacy In Action, will be published in June of 2025 under Routledge’s Equity & Social Justice in Education series.
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July 29 | 8:30am - 3:00pm
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Leveraging AI for Dynamic and BrainAligned Curriculum Design presented by Steve Oertle
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President—Scott England (University of Maryland Eastern Shore (UMES)
