ILASCD Summer 2025 Journal

Impact • Service • Advocacy

Quarterly Journal - July 2025

CONNECTION

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THE SPEAKER LINEUP CLICK SPEAKERS’ NAMES TO HEAR THEM SPEAK

VISION 365: REIMAGINING SCHOOL IMPROVEMENT

Vanessa Vakaria

Diane Sweeney

The Math Guru Topic: “Math Therapy”

Author, Student Centered Coach Topic: “Sustaining Student Centered Coaching”

Ricky Robertson

Anthony Muhammud

Author Topic: “ Building Psychological Safety & Collective Efficacy Among Educators”

Educator, Author Topic: “The Way Forward: PLCs At Work”

Tony Frontier

Ali Hearn

Speaker, Author, Consultant Topic: “Empower Academic Integrity in the Age of AI”

LCSW, Certified Restorative Practices Trainer, Coach, Facilitator Topic: “Resetting Restorative Practices within Schools”

Paul Emerich France

Dave Nagel

Strands:

Math PLCs Writing Educator Burnout Literacy/Inclusion Classroom Coaching Restorative Practices Student Absenteeism AI Academic Integrity Professional Messaging Grading Visible Learners Communities of Belonging

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Teacher, Presenter Topic: ”Engage Rhythm and Movement (and Inclusion) in the Literacy Classroom

Educator, Author, Presenter, Trainer Topic: “Blame the Messenger - Avoiding Communication Mistakes”

Naomi Hall

Jennifer Ciok

Teacher, Administrator, “The Recovering Educator Topic: “Fix Your Foundation Before it Crumbles”

Manager of Coaching and Improvement, Crown Family School of Social Work, University of Chicago, ASCD Author Topic: “Solutions for Chronic Student Absenteeism”

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Quick Links

A Letter from the President

7

Whole Child

Book Review: The 16 Way Forward

20 Resource Corner 24 Fostering

Collaborative Growth

Amy Warke ILASCD President

29 Data-Driven

Collaborative Discussions

Building Bridges: The Power and Importance of Connections in Education As I step into my new role as president, I am reminded of a fundamental truth: meaningful progress and growth are rooted in connections.

Whether between individuals, ideas, or communities, connections form the foundation for understanding, collaboration, and inspired action.

33 How We Do Math 40 Time to

Rebuild Broken Connections

44 Let's Connect 50 Finding Direction 55 Connections

Through Work

In this issue of our journal, we explore the multifaceted nature of connections—how they shape our experiences, influence our development, and transform our educational environments. At their core, connections evoke a sense of belonging and shared purpose that reaches beyond superficial

60 Can You Hear Me Now?

64 The Academic Elephant

70 Upcoming Events

interactions.

3

Welcome (cont.)

ILASCD Leaders

An emotional connection, for instance, involves empathy, mutual support, and

Amy Warke, President awarke2008@gmail.com

validation—creating a space where both individuals feel understood and valued.

Scott England, Past President esengland@umes.edu

Shared interests and values foster kinship

Amy MacCrindle, President-elect amaccrindle@district158.org

and create bonds built on common

Sarah Cacciatore, Treasurer scacciatore@d75.org

communication allows us to converse

Andrew Lobdell, Secretary lobdella@le-win.net

And at the heart of all these is mutual

Debbie Poffinbarger, Media Director debkpoff@gmail.com

underpin strong and lasting relationships.

Ryan Nevius, Executive Director rcneviu@me.com

In education, these principles are

Bill Dodds, Associate Director dwdodds1@me.com

knowledge through connections

passions or life experiences. Seamless effortlessly, fostering comfort and clarity. respect and trust, crucial elements that

especially vital. Building background among students, families, educators, and communities strengthens the

Task Force Leaders:

learning ecosystem. Connecting

Membership & Partnerships Denise Makowski, Amie Corso Reed

data about student performance to instructional decisions ensures that

Communications & Publications Belinda Veillon, Jacquie Duginske

teaching is responsive and tailored to

Advocacy & Influence Richard Lange, Brenda Mendoza

each learner’s needs. Scientific research

Program Development Terry Mootz, Dee Ann Schnautz, Doug Wood

connection, forming synapses that can

also shows that our brains are wired for be strengthened, relearned, or rebuilt, emphasizing the transformative power of connected learning experiences.

Furthermore, meaningful change in education often hinges on the 4

connections we cultivate. Knowing the

As we embark on this exploration of

'why' behind initiatives helps foster buy-

connection in this issue, I invite each of

in and motivation. Connections inspire

you to reflect on the vital links in your

problem-solving across curricular areas,

own professional and personal lives.

tying real-world examples to classroom

Consider what connections you need

learning and making education relevant

to be your best self each day—for your

and engaging.

students, your families, your colleagues— and how you can strengthen these bonds

Finally, strong relationships across all

to foster an educational environment

levels—students, families, colleagues,

rooted in a sense of belonging, trust,

administrators, central office, board

collaboration, and shared purpose.

members, and community—are essential for creating environments of trust and

Together, let’s build bridges that not

belonging. These connections not only

only connect us but also propel our

enhance learning but also shape resilient,

educational communities into a brighter,

inclusive educational communities where

more connected future.

everyone feels safe, supported, and

Amy Warke, Ed.D.

empowered to thrive.

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The School of Graduate and Professional Studies grad@noctrl.edu | 630-637-5555 northcentralcollege.edu/grad

Whole Child What My Former Multilingual Learners (MLs) Taught Me About Connection: Students’ Perspectives

Anne Paonessa When the Connection Outlasts the Classroom As American author and journalist Jane Howard (1978) states, “Call it a network, call it a tribe, call it a family.

Whatever you call it, whoever you are, you need one.”

There is power in knowing that you are together with others who are there to support you and who value your well-being. As humans, we have been hard-wired to seek and maintain connections with others. This sense of being together within a school setting not only impacts students’ overall well-being but it also impacts their availability for learning and motivation to be in school (Chuter, 2020). While we have a tremendous opportunity within school settings to cultivate connections, the continued narrow focus on academic achievement often sidelines us from intentionally planning opportunities for developing connections into the school day.

Early in my career as an ESL/Bilingual resource teacher, I was faced with a challenge. As we started our first class together, a student raised his hand and asked, “Teacher, what grade do I need on that test? I don’t need to be here; I don’t need help with English.” I understood the desire that most middle school students feel to fit in and 7

Whole Child (cont.) not to stand out from their peers. Our small ESL classroom was just outside the busy and open cafeteria, where it must have felt like all eyes were on the students who qualified for high levels of ESL support. I knew that I would not be able to teach the students in front of me if they did not want to be there or if they did not see value in our time together.

with them and engaging in conversations at the end of the school year.

Over a decade later, during my doctoral research, I was able to connect with eight former ML students to conduct a series of interviews to gain insights into their experiences during middle school. Through sustaining authentic connections and continuing a conversation with former students, I was able to capture their perspectives.

The participants hoped that their

Rather than continuing the traditional path of only teaching with the core resources provided, with the support

The former MLs shared that they remembered giving more energy and effort to service projects than any assignment being completed for a traditional grade. of my administrators, I formed a schoolday embedded service-learning club.

The ML students in grades 6-8th would meet every Friday morning to write “Dear Hero” letters to injured veterans and “Dear Friend” letters to those living in a nearby senior living center. A foundation sponsored us so that we could have t-shirts with the logo and name selected by the students, “World Ambassadors for Impact” [name changed to protect participant confidentiality]. With the support of the foundation, the students were able to perform reader’s theater and serve a special lunch to the seniors, sitting

insights would positively impact the school experience for other students.

The connections we developed by collaborating on service projects together promoted a lasting bond.

Research shows that high levels of school connectedness have a tremendous impact not only on our students’ academic success and overall well-being, but also impacts long-term outcomes (Balfanz, Jerabek, Payne, & Scala, 2024).

When students feel seen, heard, valued, supported, and believed in, the impact lasts well beyond their time with us in 8

motivating than completing a learning module on a Chromebook or yet another worksheet.

school. In this article, I will share the perspectives of these former students and the lessons they have for educators about the power that coming together holds and the crushing results of its absence. These lessons are directly reflected in the ASCD Whole Child Approach to Education (ASCD, 2013).

The language used required of the students at the time to complete the service projects was aligned with our learning standards. While the projects did not replace more traditional instruction, the intentionality of layering in these opportunities that provided connections to the community provided a meaningful way for the students to directly apply what they were learning. The servicelearning projects enhanced their learning experience. The students felt the power of contributing to the well-being of others. The former ML students reflected that, at a time when they were struggling to learn English and to navigate a new country and school system, it was easy to fall into a deficit mindset. Students often felt their English would never be

Connection Through Purpose: Why the Work Mattered The former MLs shared that they remembered giving more energy and effort to service projects than any assignment being completed for a traditional grade. Knowing that what they were creating was going to be read by an individual outside of school, and that it had the potential to have a real impact on them, was highly motivating.

Projects that provide “opportunities for students to contribute to and learn within the community at large, including

The empowerment they felt ... helped students shift to an affirming view of their abilities within the school setting and beyond. ‘as good’ as their non-ML peers. The empowerment they felt through the practice of English, the growth in their self-confidence, and the contributions they made through these projects helped

service learning” (ASCD, Tenet 3.2) support students’ active engagement.

The former students shared that knowing that what they were doing served an authentic purpose was far more 9

Whole Child (cont.)

Murthy, M.D., former Surgeon General of the United States, has identified loneliness and the decline of community as leaving many in our society feeling isolated, negatively impacting both physical and mental health. Dr. Murthy further highlights the struggle in creating and sustaining social connections when we can’t talk to each other (Fitzwater, 2025).

Our schools, with educators and students coming together under the same roof, should, at heart, be social centers.

students shift to an affirming view of their abilities within the school setting and beyond.

Research confirms that students’ sense of belonging to a community and the resulting positive school climate have a profound influence on the students’ school experience (Scales & Roehlkepartain, 2024). Students who are at risk of disengagement from learning and higher rates of chronic absenteeism benefit from being provided these opportunities to make a difference for others. School systems can embed service into their core instruction to provide students with these active learning opportunities that bring people together in powerful ways. While some are hesitant to balance traditional instructional time with non-traditional approaches, the research and the words of former students show us that this alignment to the ASCD Whole Child (WC) framework augments students’ learning.

The former MLs spoke about the limited opportunities they had to get to know and interact with their classmates. They shared that in some classes, there were “turn and talk” moments where they were to share their ideas and listen to their partners; however, they felt anxiety about properly translating their thoughts into English and found that these fleeting moments were not sufficient to form connections. At lunch, even when there was open seating, they frequently sought out students with the same heritage language for low-stress conversations while they were eating. In reviewing the school day as educators, we need to ask ourselves, how many opportunities do our students have to form healthy, social connections? What about those students who are shy or struggle to read social cues?

Connections Through Conversations and Shared Purpose Social connection impacts an individual’s overall health and well-being (Office of the Surgeon General, 2023). This prioritization of social connection is acknowledged within the WC framework, referencing the social climate within schools as being safe and studentcentered (ASCD, Tenet 2.3). Dr. Vivek

We can provide less-structured time, which promotes these opportunities for students to connect, with the support 10

and guidance of teachers as needed. The former students shared that the time that they spent collaborating on the service projects was the time when they were able to hold conversations and truly get to know each other. Each participant in the study mentioned that they looked forward to Friday mornings, knowing that

assessment demonstrate high expectations for each student.” (ASCD, Tenet 5.4). Most educators would not hesitate to agree with this tenet, yet many of the former MLs shared that in several of their classes, they knew that the teachers were not prepared to teach them and had clearly watered down the

Many shared that several of the friendships formed during our service-learning club were still going strong over a decade later, and they knew that they could still count on each other. they could share their experiences about trying to adapt to a new country and learn through what others shared. This time together, including getting to know their teachers as individuals working on the projects with them, helped them to feel like they were a part of a community and to realize that they were not alone. Many shared that several of the friendships formed during our servicelearning club were still going strong over a decade later, and they knew that they could still count on each other. As educators, we can support our students’ well-being by intentionally building in “connection points” throughout the school day.

grade-level expectations. One student who was in advanced math classes in her native country had to advocate for herself to be placed in a math class that would continue her academic growth.

There were concerns that her developing English would limit her understanding of the class content. The former student reported that she worked hard and was not only able to participate but also finished with top grades in that class. Even though time had passed, her frustration over the lowered expectations was still present.

The New Teacher Project (TNTP, 2024) highlights the role played by teacher expectations in students’ academic outcomes. When teachers have lower expectations for any student, they tend

The Disconnect of Low Expectations “Our curriculum, instruction, and 11

Whole Child (cont.) before they are ready, it is equally important that those who are in this silent phase do not become invisible in our classrooms. Many of the former ML students shared that, in some classes,

to invest less energy and effort into their learning, often without realizing it. These reduced expectations, fewer opportunities, and supports tend to result in lower academic performance,

Students are aware of what we think they are capable of and will rise or lower their investment accordingly. If we do not believe in them, many will not believe in themselves. it was easy to fade into the background and to fall off the teacher’s radar. They shared that in some classes, it felt like the teacher and classmates did not even realize they were there.

which was the initial expectation. As educators, we need to elevate the conversation about the expectations we hold for our students. Professional learning to best meet students' diverse needs and the development of highcapacity PLC teams to collaborate around the success of all students are imperative. Students are aware of what we think they are capable of and will rise or lower their investment accordingly. If we do not believe in them, many will not believe in themselves.

One teacher took the time to learn some basic words and phrases in a student’s heritage language and made sure to pronounce his name correctly.

This teacher would also take time to check in on how he was doing while the other students were working. These small actions of respect and connection meant a lot to the student. Even though he was hesitant to try to use his new English language in that classroom, the acknowledgement by his teacher helped him to feel that he was a part of the classroom community. This former ML student is now in medical school studying within a highly specialized area. In his interview, he questioned why all teachers

Invisible or Included: Small Moments Can Make a Big Difference The “silent period” refers to the time when a student is learning a new language and has limited expressive language (Kan, Jones, Meyers-Denman, & Sparks, 2024). While it is important to honor this time and to avoid creating anxiety by having a student share 12

He reiterated how easy it was to tell which teachers were uncomfortable and poorly prepared to support ML students. were not making the same efforts to welcome and acknowledge the students in their classrooms. He reiterated how easy it was to tell which teachers were uncomfortable and poorly prepared to support ML students.

educator on how to implement it within their instructional spaces.

Ensuring Connection Through Actively Seeking Student Voice The interview conducted with my former ML students provided valuable feedback that most educators never receive.

One of their hopes was for me to share their insights with other educators to effect some positive changes for today’s students. Their reflections affirm the importance of the ASCD Whole Child Approach to Education. To achieve the academic outcomes that schools strive for, we must also prioritize connection and creating togetherness within our schools. We have multiple opportunities to layer service and meaning into our instruction while elevating and honoring the importance of social connectedness.

These elements not only increase engagement and academic growth, but they also support our students with the skills and competencies they will need to be successful in life.

Research supports that a sense of belonging and being in an experience together matters. It impacts students’ well-being and their availability to learn.

Belonging uncertainty references a specific concept related to students who are transitioning into new social and academic situations (Mangino, 2023).

Social scientist Geoff Cohen highlights the impact of belonging and shares that while many of us recognize what it feels like to be excluded, we do not always recognize when others are going through it (Anderson, 2023). To gain a sense of inclusion over invisibility, we need to ensure that, as educators, we truly “support and encourage each student’s academic and personal growth” (ASCD, Tenet 4.3). As the former ML student shared, we cannot assume that everyone is comfortable with nurturing these connections. We must highlight the importance and impact of connection and support every

My challenge to educators, teams, and administrators is this: how can we listen now while students are still with us, to make any shifts or changes in practice to 13

Whole Child (cont.) m/4db133cfe30eb754/original/ WC_Tenets_Engaged.pdf

ensure we are meeting their needs? What steps can we take to create schools that value people, not just performance? As we look ahead to planning for the next school year, how can connection become more of a priority?

ASCD (n.d.). Whole child tenet #4: Supported https://library.ascd. org/m/549590d76f13c01e/original/ WC_Tenets_Supported.pdf

My former students taught me that many of the most important lessons in school are not necessarily about the content.

The ways in which we bring students together and ensure that everyone is seen, heard, valued, and is shown a belief in what they can accomplish have an enduring impact.

ASCD (n.d.). Whole child tenet #5: Challenged https://library.ascd.org/ m/1d2bd6cd7ba9a7a5/original/ WC_Tenets_Challenged.pdf Balfanz, R., Jerabek, A., Payne, K., & Scala, J. (2024, May). Strengthening school connectedness to increase student success (EdResearch for Action Brief No. 29). EdResearch for Action. https://edresearchforaction.org/ research-briefs/strengtheningschool-connectedness-to-increasestudent-success/

References Anderson, J. (Host). (2023, March 3). A crisis of belonging [Audio podcast episode]. In Harvard EdCast. Harvard Graduate School of Education. https://www.gse.harvard.edu/ ideas/edcast/23/03/crisisbelonging

Chuter, C. (2020, January 20). The Education Hub. The importance of social connection in schools. https:// theeducationhub.org.nz/socialconnection/

ASCD (2013). Whole child initiative. https://ascd.org/whole-child

Fitzwater, C. (2025, January 30). Building a healthy and fulfilled society: Reflections on a ‘Prescription for America’. Third Plateau. https:// thirdplateau.com/blog/buildinga-healthy-and-fulfilled-societyreflections-on-a-prescription-foramerica/

ASCD (n.d.). Whole child tenet #2: Safe https://library.ascd.org/ m/1181b74bb7d405e6/original/ WC_Tenets_Safe.pdf ASCD (n.d.). Whole child tenet #3: Engaged https://library.ascd.org/ 14

TNTP. (2024, August 28). The impacts of teacher expectations on student outcomes: A practitioner’s literature review. https://tntp.org/wpcontent/uploads/2024/09/TheImpacts-of-Teacher-Expectationson-Student-Outcomes-LiteratureReview-2024.pdf

Howard, J. (1978). Families. Simon & Schuster.

Kan, P. F., Jones, M., Meyers-Denman, C., & Sparks, N. (2024). Emergent bilingual children during the silent period: A scoping review of their communication strategies and classroom environments. Journal of Child Language, 52(3), 558–591

Anne Paonessa, Ph.D., is the co-author of the upcoming book Essential Connection Skills: Strategies for Integrating Social Connections Into Core Content (Corwin, 2025) with Dr. Jeff Zwiers. The book provides practical tools for balancing technology use with meaningful interaction in the classroom.

Mangino, M. (2023, February 16).

Students’ sense of belonging matters: Evidence from three studies. MIT Teaching + Learning Lab. https://tll. mit.edu/programming/tll-speakerseries/ Office of the Surgeon General. (2023).

Our epidemic of loneliness and isolation: The U.S. Surgeon General’s advisory on the healing effects of social connection and community. U.S. Department of Health and Human Services. https://www.hhs.gov/ surgeongeneral/reports-andpublications/connection/index. html

Anne serves as an adjunct professor with National Louis University through the Illinois Resource Center. She is also an experienced consultant and speaker specializing in multilingual education, student engagement, and instructional leadership. With over 20 years of experience as a teacher, principal, and district administrator, Anne helps educators create inclusive, connected, and high-performing learning environments.

Scales, P. C., & Roehlkepartain, E. C. (2024, June 12). Can service-learning help reduce the achievement gap?

National Youth Leadership Council. https://nylc.org/service-learningachievement-gap/

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Book Review The Way Forward by Anthony Muhammad

Review by Amy MacCrindle

Click the cover to view on Amazon.

In The Way Forward: The Power of the

In today’s educational landscape, initiatives often fall short not because of lack of effort, but because they fail to address the root causes of persistent challenges. Muhammad shares that the PLC process is one way that you can take a systematic shift in how schools operate to provide clarity, direction, and purpose for sustaining changes. Professional learning communities are more than a checklist, but instead an opportunity that can be leveraged to ensure the successful implementation of equity, excellence, and learning for all. Student success is NOT a matter of chance, but instead is

Professional Learning Community Process in Schools, Anthony Muhammad highlights the importance and power of educators working together collectively for a shared purpose. He calls educators to move beyond isolated efforts to structures that are collaboratively focused on serving the needs of all students. Muhammad draws on years of experience to offer a compelling case for the Professional Learning Community (PLC) process as a sustainable framework for school improvement.

16

is the moral imperative that schools must serve all students. He argues that the PLC process is a tool for justice—one that, when implemented with fidelity, creates conditions for equity and opportunity.

the result of purposeful systemwide collaboration focused on student needs.

When we lead with these ideas in mind, students succeed.

Collective Responsibility Over Individual Needs Muhammad breaks down the issues connected to silos in schools, where educators work as independent

Educators must ask themselves the four PLC questions: What do we want students to learn? How will we know if they've learned it? What will we do if they

He argues that the PLC process is a tool for justice—one that, when implemented with fidelity, creates conditions for equity and opportunity. don’t learn it? and What will we do if they already know it? These are not simply a checklist—they are a commitment to placing students and learning at the center of everything we do. This type of culture can be defined by being collaborative, student-centered, and results-oriented.

contractors responsible for student learning on their own. Instead of operating this way, it is important to be an advocate for a culture where student success is a shared responsibility. He states, “If we say all students can learn, then we must act like it.” This requires educators to reflect on their own beliefs together, versus relying on their own power on their own. True success can be achieved when teams learn, plan, and intervent together. This is rooted in the three big ideas of a PLC where we need to ensure learning for all students, build a culture of collaboration, and focus on results.

This differs from some of Muhammad’s earlier research on culture describing a toxic culture (one with low trust, focused on adults), fragmented culture (one that operates in silos with a lack of coherence), or average culture (one that is compliant with no sense of urgency). Developing a PLC culture is not about compliance; it is about transformation instead. When we have

Building a PLC Culture At the heart of Muhammad’s message 17

Book Review (cont.) a PLC culture, it is still necessary to face the challenges that come with resilience and meaningful change.

effectively, student success becomes intentional, not incidental. Teams work together to identify essential learning, monitor progress, and respond proactively to student needs. An underlying belief for learners in this system is that all students have the potential to learn. When we establish strong team structures and collective responsibility, schools are better able to ensure that all students receive the high levels of support and opportunity that they need to thrive.

Resilience Through Resistance Meaningful change is rarely met without resistance, especially change that can disrupt long-standing practices. As systems for educators become more collaborative and student-centered, there are barriers that may arise such as skepticism, fear of losing autonomy, and initiative fatigue. Muhammad shares that resistance is not defiance, instead it is an opportunity for clarity, dialogue and relationship-building. It is important to remember that compliance does not always mean commitment, therefore it is important to navigate tensions with resilience, focused on the shared focus.

When resilience is built through trust, collective efficacy, and the belief that students can achieve, it makes it easier to push through the discomfort that may come. When we push through that discomfort, we are better able to grow in our ability to stay the course together, even when the work is hard.

Let’s Stay Together- for ALL Students The Way Forward is a roadmap for how to do more than collaborate, instead it is a way to use trust, shared purpose and a focus on meeting students need to transform learning. Muhammad challenges educators to reflect on their own beliefs, the practices they implement, and the systems they create because together, we are better. Building a PLC culture takes courage, maintaining it requires resilience, and having success requires a commitment to all students.

When we lead with purpose, act with integrity, and believe in the power of teams, the future, our students, flourish.

Serving All Learners Through Teamwork The book continues to lay the argument that PLCs are more than a way to help improve student performance and test scores, it is a way to ensure educational equity. When PLCs are implemented

Amy MacCrindle, Ed.D. began her career teaching Middle School Language Arts and Social Studies, also serving as 18

change management, curriculum and instruction, innovation, literacy, and school culture. She teaches as an adjunct professor in the fields of leadership, literacy, and EL learners.

a Literacy Coach. She transitioned into administration, growing her experience as an Assistant Principal (MS), Principal (ES), Director of Literacy (PK-12), Director of Elementary Curriculum, and is now the Assistant Superintendent for Learning & Innovation in Huntley District 158. Amy’s passion and expertise are in the fields of

PLCs at Work and the Bright Future of Education AA#1544 Using Protocols to Guide Professional Learning Conversations

8:30 am - 3:00 pm CT January 13, 2026 Medinah Shrine Addision, IL Live In-Person, Live On-Line & On-Demand (Recorded) 19

Anthony Muhammad

Resource Corner WHOSE CALL: A STUDENT-DRIVEN APPROACH TO SCHOOL CELL PHONE POLICIES Using a student-centered process, we have seen positive results with schools who want to develop effective cell phone policies to minimize distractions, enhance student focus, and help them build relationships with teachers and peers. READ MORE...

HOW TO GET TRUE STUDENT BUY-IN FOR YOUR “NO PHONE” POLICY For the 2024 Summit for the 40 Hour Teacher Workweek, Ashly unveiled her innovative approach to managing cell phone use in the classroom, and it was so impactful I wanted to make sure more teachers had a chance to hear about it. READ MORE or LISTEN TO THE PODCAST...

MATH IS CREATIVE? YES! 4 WAYS TO ENCOURAGE CREATIVITY IN MATH CLASS What does creativity in math look like? READ MORE...

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CREATING A CULTURE OF CARING THROUGH STUDENT-LED SERVICE LEARNING WATCH THE VIDEO...

SIX STEPS FOR SUCCESSFUL SERVICE LEARNING A successful service-learning project is more than just volunteering—it involves students applying knowledge and skills to make a difference in their communities.

READ MORE...

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Resource Corner (cont.)

#FULLYCHARGED ON ANCHORED IN EDUCATION It is up to us to make sure that we are starting each day with a fully charged battery. And as educators, our role goes beyond making sure our battery is charged. We must make sure that our students and parents are working with a fully charged battery as well. LISTEN TO THE TWO EPISODES ABOUT THIS BOOK ON THE PODCAST...

BETTINA L. LOVE - WE WANT TO DO MORE THAN SURVIVE Meet at the intersection of disrupting education reform and strengthening public education through abolitionist teaching, antiracism, Black joy, and educational reparations. WATCH THE VIDEO...

7 BENEFITS OF COLLABORATIVE TEACHING The power of synergy, collective wisdom, and shared passion for student success creates an extraordinary learning environment. READ MORE...

TEACHER COLLABORATION IN 2025: STRATEGIES, INSIGHTS, AND LASTING BENEFITS In 2025, leveraging technology and data-driven insights will further enhance teacher collaboration, driving innovative practices in education.

READ MORE...

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Article Fostering Collaborative Growth: How One Illinois School is Elevating Teacher Practice Through Peer Support Heidi Deininger In the ever-evolving landscape of education, teachers are always searching for ways to refine their craft and enhance the learning experiences they provide.

At Oregon Junior/Senior High School (OJSHS), we've embraced a collaborative approach to professional development that not only strengthens teaching practices but also builds a supportive, high-expectations culture across our faculty. Research indicates that teachers find great value in learning from each other through teacher collaboration and peer coaching (Garet, et al, 2001). Joyce and Showers (2002) found that peer coaching leads to better implementation of new teaching strategies compared to teachers working alone.

At the beginning of the school year, our faculty committed to a culture of performance that elicits pride.

Through conversations as an instructional leadership team, we recognized that there were several layers to make that happen. First, we needed teachers to be reflective and innovative. Second, we needed teachers to see the innovation that was happening in classrooms across the building. In response to that, we introduced an innovative peer collaboration program to promote 24

reflection among educators: Critical Friends. This project encourages teachers

• Faculty meetings are dedicated to discussing goals, challenges, and

The idea behind Critical Friends is simple: when we hold each other to high expectations and offer support through meaningful relationships, both teachers and students thrive. to work closely with a colleague, whom they are randomly paired with for the semester, to engage in observation, feedback, and continuous learning. The idea behind Critical Friends is simple: when we hold each other to high expectations and offer support through meaningful relationships, both teachers and students thrive.

progress, offering a time for reflective conversation.

To make classroom visits as accessible and stress-free as possible, we’ve implemented a system where substitute teachers are available bi-monthly on Tuesdays and Thursdays, allowing teachers to schedule observations without using their planning periods. This structure not only supports their professional growth but also reduces the potential for disruption in their daily routines.

How the Program Works Throughout the semester, each teacher in our school is paired with a colleague.

These partnerships are based on the principle of professional learning, where teachers become active participants in each other’s growth. The structure of the program includes the following key components:

Prior to the classroom visits, teachers engage in thoughtful discussions to decide on a specific area of focus. This could be anything from classroom management to instructional techniques, depending on what each teacher feels would benefit from peer feedback. These pre-visit discussions allow for more targeted observations, making the feedback exchange more relevant and actionable.

• Teachers visit their partner’s classroom at least twice to observe their instructional strategies.

• Teachers have their partner visit their classroom at least twice to provide feedback.

Feedback and Positive Affirmation After each observation, teachers meet 25

Fostering Collaborative Growth (cont.) colleague to check in with them in a nonthreatening manner.

with their Critical Friend to share feedback. This feedback is designed to be constructive and specific, helping educators refine their practice in a supportive environment. But the program goes beyond just offering feedback—it also emphasizes the importance of positive affirmation.

Teachers are encouraged to remind each other that they:

Moreover, the program fosters a culture of instructional excellence, ensuring that our teachers are constantly refining their teaching practices in ways that directly benefit students. This model empowers teachers to become reflective practitioners who not only improve their own skills but also contribute to the success of their colleagues. By visiting each other's classrooms, teachers are able to determine components of their instruction they’d like their critical friend to observe, and then receive feedback about their effectiveness.

• Are competent and capable educators • Are continually improving their craft • Make a meaningful impact on their students’ lives These affirmations help maintain high morale and a growth mindset, creating a culture where teachers feel appreciated and motivated to improve.

Teachers are encouraged to share their critical friend experience at staff meetings. During these meetings, teachers have shared about how their critical friend helped them track the number of higher-order questions that were asked. Critical friends have also collaborated on specific critical thinking strategies and implemented them in each of their classrooms, and compared outcomes. Another critical friend partnership shared about their desire to strengthen their student relationships, so they worked together to monitor each other’s authentic connections with students in their classrooms. There have been many instructional and classroom culture successes shared during the year

The Impact of Critical Friends on Professional Development Having a critical friend is more than just a set of structured visits—it’s a dynamic model for professional development that harnesses the power of collaboration. By offering peer feedback, positive support, and actionable reflections, the program contributes to both individual and collective growth among teachers.

The Critical Friends program has also encouraged an environment of kind accountability, where teachers communicate their goals and have a 26

that are directly related to our Critical Friends program.

and encourage one another, working together for the collective good in both challenging and celebratory times.”

Strengthening the School-Wide Culture of Excellence The beauty of Critical Friends is that it’s not just about helping individual teachers. As we continue to build this culture of collaboration, we create a

In addition to our growth in collaboration, reflection, and instructional practices through the implementation of Critical Friends, we have also grown together as a school.

The Critical Friends program is a reminder that teaching excellence is not a solitary journey—it is a shared commitment that strengthens both educators and the students they serve. school-wide environment of continuous improvement. Teachers are better equipped to serve their students, and the students themselves benefit from the collective expertise of a unified, committed teaching staff. By encouraging teachers to work together, share insights, and support each other, we reinforce the idea that we are all stronger when we grow together. The Critical Friends program is a reminder that teaching excellence is not a solitary journey—it is a shared commitment that strengthens both educators and the students they serve.

The Critical Friends program matched teachers with others outside of their content areas, grade levels, and in totally different parts of the building.

We have the driver’s educator paired with an eighth-grade English teacher, a 7th-grade science teacher paired with the PE teacher, and the band teacher paired with the foods teacher.

Through these partnerships, people have gotten to know each other better but also gained a completely different perspective on who their colleagues are and what they do best.

At OJSHS, we are proud to continue fostering this culture of collaborative learning and high expectations, ensuring that both our teachers and students reach their full potential. We feel that

Part of our strategic plan includes the statement “our vision is to create a district that acts as a community, where adults and students care for 27

Fostering Collaborative Growth (cont.)

Joyce, B. R., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision & Curriculum Deve (ASCD)

we are better together. We are proud of the growth inspired by our critical friends and plan to continue this program in our future.

References Dr. Heidi Deininger has been a principal and school administrator for 17 years.

Having spent years in special education and as a college professor, she has a deep love for helping people grow and learn.

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What Makes Professional Development Effective? Results From a National Sample of Teachers.

American Educational Research Journal, 38(4), 915-945. https://doi. org/10.3102/00028312038004915 (Original work published 2001)

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Article The Power of Data-Driven Collaborative Discussions Among Teachers

Kathy Bruni Stacey McCarthy

Data discussions deepen connections between leaders, teachers, and students. The power of these diagnostic discussions allows for improved instruction and student growth as team members collaborate. The effectiveness of these meetings is dependent upon several key components. These include a solution-based mindset by all

...focus is on analyzing the strengths and weaknesses of student data, with the intended outcome of using the analysis of data to make necessary instructional shifts for improved student results. participants, wherein focus is on analyzing the strengths and weaknesses of student data, with the intended outcome of using the analysis of data to make necessary instructional shifts for improved student results.

Solution-Based Mindset A team of grade-level teachers, administrators, and other relevant staff who consistently support students 29

Data-Driven Discussions (cont.) meets regularly, focusing on data analysis of class work, formative and curricular assessments, standardized district-level assessments, and other pertinent information. Timely analysis to make instructional adjustments will affect student outcomes. Members of this team understand that the quality of data and how we use it will yield results. (Firn, 2015). There is a culture in such meetings that embodies collaboration and problem-solving, so that discussions by team members set higher expectations for students as they are more committed to helping them succeed. Our time together is limited.

Therefore, our ability to stay true to these conversations is imperative.

Data discussions create opportunities for team members to collaborate to better understand the needs of individual students (Hamilton et al, 2009). The intentional scheduling of these ongoing discussions is necessary as the process works when we analyze, reflect, plan, and implement regularly (NAESP, 2011).

Administration should ensure that scheduled times for such meetings are sacred and are not cancelled at the expense of other activities. In addition, they should be providing professional development to staff who would benefit from increased knowledge on how to meaningfully delve into data.

Analyzing the Data During analysis, team members should pay special attention to trends such as significant outliers, most often missed items, misconceptions about key concepts, as well as standards and key concepts mastered by students. Armed with such knowledge, collaborators can further examine how learning targets were taught and re-examine the performance task itself.

As teams are building their capacity as diagnosticians, administrators play a role in ensuring that this work remains focused and purposeful. Data-driven instructional focus keeps the meeting on track and curtails diversionary conversations that detract from the purpose. As we know, teacher efficacy has a large effect size (1.57) when it comes to student achievement (Hattie, 2018). Our beliefs in our students’ abilities stem from our knowledge of them as people, as well as our understanding of standards, curriculum, assessments, and a collective belief that all students can succeed.

No matter the type of data being discussed, teachers come with data in hand, prepared to discuss results, trends, successes, and areas for growth.

Considerations include investigating instructional strategies used in the most successful student groups and how those 30

might be incorporated across a grade level to increase understanding. Likewise, outcomes needing improvement should also be examined so the team can incorporate new instructional methods for overall student success.

instruction and performance tasks to better suit the needs of the learners.

For example, students were asked to gather information and answer questions about different points of view on a topic to write an essay.

Analysis revealed that Teacher A’s class was successful with this task, whereas Teacher B's and C’s students struggled with it. During the ensuing conversation, Teacher A discusses the instructional process used, which leads Teachers B and C to reflect and modify their lessons to better enable students to accomplish the learning objective. In addition, further conversations on how to extend those students who were successful should occur as necessary, so they, too, continue to grow.

Instructional Shifts When planning for instruction, a key goal is to make shifts based on feedback from our students’ results. A lesson plan is written, but it can go in a different direction based on how our students are reacting to the instruction. The purpose of formative assessments is to gain insight into how our students are understanding concepts being taught. As instructional leaders, the administration can keep the focus on elements of best practices and instructional strategies that support all learners.

Conclusion Consistent opportunities for participants to collaborate and build community around student growth must be created.

It takes the knowledge and expertise of administrators and teachers to arrive at increased growth outcomes for students based on the team’s in-depth use of data.

The intentionality of this work cannot be underestimated, as it is key to better equipping all teachers to be diagnostic and to implement instructional strategies that build students’ capacity to succeed.

Additionally, allowing teachers time to analyze student results regularly

In a collaborative meeting, reflecting on students’ responses directly informs teachers as to what instructional next steps are necessary. Bigger picture assessments—such as end-of-unit tests, district benchmark tests, and state assessments—further inform the effectiveness of instruction across the grades. At individual grade levels, this provides the opportunity to discuss successful vs. unsuccessful strategies.

Team members’ knowledge of students and the instructional content should enable conversations as to how to adjust 31

Data-Driven Discussions (cont.)

Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

increases their ability to connect and with students in more meaningful ways.

References

Hattie, J. (2018, March). Hattie Ranking: 252 Influences and Effect Sizes related to Student Achievement. Retrieved from Visible Learning: https:// visible-learning.org/hattie-rankinginfluences-effect-sizes-learningachievement/

Deborah Bongiorno, E. (2011). Using Student Achievement Data to Support Instructional Decision Making. National Association of Elementary School Principals.

Dolezal, S. (2024). Using Data-Driven Decision-Making to Guide Instructional Strategies in the Classroom: A School Improvement Plan. Orange City: NWCommons.

Kathy Bruni is an instructional specialist/ curriculum consultant who is currently serving the Itasca School District 10. She has worked providing literacy training for the Regional Office of Education in DuPage County, Illinois, over the past 20 years.

Gregory Firn, E. (2011). How to Use Data-Driven Instruction to Reach Math Achievement Goals. Bellevue: DreamBox Learning.

Stacey McCarthy is currently the Literacy Coordinator in Itasca School District 10.

In addition, she provides professional development for the Early Childhood Network for the Regional Office of Education in DuPage County, Illinois.

Hamilton, L. E. (2009). Using Student Achievement Data to Support Instructional Decision Making.

Washington, D.C.: National Center for

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Article A Routine That Changes How We Do Math—Together

Mona Iehl

We each have a math past, a story that shaped our view of mathematics. Some are good, some are bad. Some joyful, and some with lasting effects.

Maybe your story goes back to elementary school, in the game of Around the World, hand flying in the air to be the first to shout out the answer displayed on the flashcard.

Or maybe your clearest math memory is the sweat rolling down the inside of your palm while standing at the board in trigonometry, sharing how you got your answer, only for the teacher to ask the class, “Is she right?” a clear sign that you weren’t.

My Math Story: Good, Bad, and Built on False Assumptions My math story, like many others, is a mix of confusion and joy. I remember in second grade carefully solving problem after problem by copying the teacher’s steps on the board without really understanding them. Even at seven, I thought, this can’t be what math is supposed to be. But I also remember moments of joy, like when my third-grade teacher taught us the multiples with the songs she composed. Her energy filled the room, and for a moment, math felt joyful. Years later, in college during my math methods course, I encountered base 33

How We Do Math (cont.)

Jo Boaler, shares her definition of math consider if you’ve experienced math in this way “Mathematics is a creative subject, a subject of patterns and connections. When we approach mathematics with a sense of exploration

two through a word problem. For the first time, I truly understood place value.

Looking back, I realize that most of my early math memories weren’t about discovery or sense-making; they were about compliance. Too often, our stories

... what would our math stories be like if we approached math with inquiry, a sense of wonder, and explored joyfully? and inquiry, we open the door to understanding and innovation.” After years of talking with people about their math stories, very few have shared experiences of doing mathematics as a creative endeavor. But what would our math stories be like if we approached math with inquiry, a sense of wonder, and explored joyfully?

are built on the wrong assumptions about what it means to do math.

What if we’ve been telling the wrong story?

Math has a bad name. From commercials to conversations with Uber drivers, the narrative is similar to, “Math is hard because there’s one right answer that must be calculated quickly. Math is done by those that are ‘math people’ and it’s okay if that’s not you.” It’s likely you’ve heard these sentiments in TV shows, family conversations, or during a casual conversation with a stranger.

Our classrooms can prepare students to solve real-world problems, not just by getting the answer, but by learning to reason, explain, and work together to understand the math. This starts with giving students permission to wonder by posing one rich problem and holding space for them to talk, try, and revise. If we embrace math as creative and inquirydriven, our classrooms must reflect that too.

When students use math to reason through everyday problems, like comparing prices or splitting things equally, they’re doing what Hugh Burkhardt calls 'applying mathematical

But what if we actually have it all wrong?

What if these beliefs are built on bad habits and a perspective of math that’s just simply untrue? It feels uncomfortable to think that what it means to do math has been a lie our entire lives, doesn’t it? Author of Mathematical Mindsets (Boaler, 2016) and professor at Stanford, 34

thinking in meaningful contexts’ (Burkhardt, 2009).

This Is Where the Story Shifts I used to treat word problems as a final check, something students tackled after I had taught them how to do the math.

I asked students to do pages of problems, thinking more practice meant more learning. My students copied steps but didn’t understand why they were doing them. And deep down, I knew it wasn’t working.

FIGURE 1. The five steps of the Word Problem Workshop are presented in a cyclical format to indicate the process of problem solving. Image will appear in Word Problem Workshop: 5 Steps to Creating a Classroom of Problem Solvers, Stenhouse, 2025

Many teachers are still stuck in this same cycle, not because they don’t care, but because it’s what we were taught to do.

But there’s a different way. For me, everything changed when I started using word problems as the starting point, by giving students a word problem to make sense of, grapple with solving, and then share their ideas with the class. Students started making sense of the math, not just memorizing the steps.

community where we support each other through the ups and downs of learning, where students don’t silently solve problems at their seats, but they make sense of problems together and discuss their ideas openly.

What If We Created a Community That Carried Us Through the Struggle and the Joy? I reimagined math class as more than just instruction of math strategies, but as a community of problem solvers. A

You don’t need a new curriculum, just a new routine to bring your existing materials to life. To build that, I created a practical, daily routine called Word Problem Workshop. In just twenty minutes a day, students engage in the things that matter most: grappling 35

How We Do Math (cont.) with real-world problems, sharing strategies, discussing reasoning, and reflecting on their learning. Through the five steps: Launch, Grapple, Share, Discuss, Reflect, students consistently practice what it means to be a problem solver, and they grow into a community that learns together.

The teacher steps into the facilitator role, observing, asking questions, and providing support as needed. This shift positions students' ideas as the fodder for the discussion and learning.

Teachers select students to share so that it will deepen the understanding of the class. Within Word Problem Workshop classrooms, students have the opportunity to come together and…

What it Looks Like to Stay Together Through the Ups and Downs of Problem Solving During Word Problem Workshop, we give students space and time to explore, face challenges, and take risks. The student takes on the role of a brave math doer.

Support each other. I remember one day during Word Problem Workshop, Jalen turned to Sean and said, ‘I used the cubes, want me to show you?’ And in that

FIGURE 2. A student used blocks to solve and then represented how they used the blocks on paper. Image: First grader’s Word Problem Workshop work along with the manipulatives used at The Academy St Joan of Arc in Evanston, IL

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moment, I saw what it meant to have students rely on each other instead of always looking to me for answers (Figure 2). It took time and modeling, intentionally inviting students to share their thinking with peers and asking questions like, “Can you show us what you did? Why did you do that?”, and eventually, they started doing it on their own.

FIGURE 3. A second-grade class discussed the strategies of two students solving the problem “Three children share four sandwiches equally. How much will each get?” Image: Second grade classroom Word Problem Workshop chart of the strategies shared and discussed, also taken at The Academy St Joan of Arc in Evanston, IL

Share to build new ideas. In Figure 3, as a class, the second graders shared (step 3) & discussed (step 4) a tricky fraction problem, and two different strategies came up. The students discussed the similarities and differences among the strategies. One student shared, “They have different answers, but it is the same amount just split up in different ways.”

Build resilience. Solving complex word problems is hard, and often, students have big feelings at the beginning of the year, but over time, they build the skills to tackle the problem with courage and confidence. Luis often crumpled his paper and sat idly during Grapple Time (step 2), but over time and with practice and support, he started to take a deep breath and give the problem a try. Several months later, he was using strategies his friends shared the day before. Change doesn’t happen overnight, but the point is that students

build the skills to do hard things. With patient guidance and space to try again, he began to build trust in himself and in math.

Feeling safe enough to take risks. I asked a student to share her strategy, which highlighted a common misconception. She agreed and shared her math thinking with the class. Another student said, ‘Wait, I think I see what you were trying to do, but you missed 37

How We Do Math (cont.)

Let’s Stay Together and Rewrite Our Math Story So what if our students' math stories embraced the ups and downs, within a community where they feel safe to try?

A community where they belong, are

something. Can I show you on the board?’

That’s when I knew we were building something deeper than just math skills.

Students were willing to share their “in-progress” thinking, and others were there to support and make sense of it.

When we give students the space to think, struggle, and explain in math class, their math story becomes rooted in understanding, not just answers. valued for their contributions, and are supported to grow. Imagine a math class of students begging to solve complex word problems each day. You can build your community of problem solvers with the 5 steps of the Word Problem Workshop. If you’re intrigued, the Word Problem Workshop book is releasing in October 2025 and can be pre-ordered.

That safety came from consistent norms we built together, celebrating risk-taking to model how we learn from mistakes.

This can be your story, too I know this might sound like a dream. But I’ve seen it work with students just like yours. In my own fifth-grade classroom in Chicago, my students made sense of tenths and hundredths, not through memorized steps, but by grappling with a story problem, using coins, drawing number lines, and discussing what they discovered. When we give students the space to think, struggle, and explain in math class, their math story becomes rooted in understanding, not just answers. Word Problem Workshop isn’t about solving it the “right way,” it’s about helping students make sense of the math in ways that lead to deep, lasting understanding.

Let’s stay together through the twists and turns of learning, so every student tells a positive math story.

References Boaler, J. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages, and innovative teaching. Jossey-Bass.

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nationwide to create inclusive math classrooms where all students develop deep, lasting problem-solving skills. She recently wrote a book on her signature approach to teaching problem solving, Word Problem Workshop: 5 Steps to Create a Classroom of Problem Solvers (set for release in October 2025). You can connect with Mona online @HelloMonaMath

Burkhardt, H. (2009). On strategic design.

Educational Designer, 1(3). http:// www.educationaldesigner.org/ed/ volume1/issue3/article9 Mona Iehl is an elementary educator who transformed her approach to teaching math by embracing student-centered methods that foster curiosity and engagement. She now coaches educators

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Article Time to Rebuild Broken Connections in Education

Dena Hodge-Bates

I have been in education for the past 30 years! You don’t hear that much anymore! I am one of those veteran, not old, Tier I educators who grew up in the 70s and 80s. It was a different era, one where children were taught to respect their elders, played outside after school, had dinner with their families; parents helped with homework, and read books before bedtime. Children went to school to learn and families were supportive of the teachers and administration. It was a time when children rarely caused a disturbance due to the fear of being sent to the principal’s office for paddling. Yes, I said paddling. I always envied my teachers and was in awe of how fun they made learning. I grew up playing school and would always take the role of my favorite teachers, Mrs. Button and Mrs. Bender. As time has passed, I have witnessed a shift in education. I have watched as mandates come and go, standards change, and state testing has evolved. I have seen stakeholders’ view of education change, I have seen teachers leave the profession, and I have witnessed an overwhelming change in our student population in regards to mental health and trauma. It is a different era we live in today. Those connections that were once strong have been broken.

Change is intimate, but in education, we have endured considerable changes, not to mention a whole pandemic!

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trusting relationships and connections.

Children’s primary reason to come to school is no longer to learn. Some may come to school to get fed, some may come to get rest due to having to care for siblings at home, and some may come to escape abuse. School is now a safe

I could spend all day discussing the changes in our education system, but I won’t. We all know it, and quite frankly, most of us are sick of hearing about it. So

... Adams explains that student success doesn’t happen by chance but by design (Adams, 2018). instead, let’s talk about changing things we can make better!

place, where we as educators must not only educate, but ensure basic needs are met. As educators, it is our responsibility, our duty, to build connections with our students, families, colleagues, and community members to ensure sustainability in learning and mental wellness. After the COVID pandemic, we are still picking up the pieces.

What we need now is to be truly present and mindful of each moment. We need to stop stressing over things we cannot change and instead focus our knowledge and energy on those things we can. The first step is rebuilding connections. You might ask why is it so important to build connections with our students, families, staff, and community members? The answer lies in one of my favorite books, #Fully Charged by Julie Adams, PJ Capsey, and Rosa Isiah (Adams, 2018). In it, Adams explains that student success doesn’t happen by chance but by design (Adams, 2018).

We are trying to rebuild those relationships and adhere to both student and teacher mental health needs, while trying to decrease the gap in learning.

This is our shared traumatic event; one we all experienced and one that will forever leave a mark. Building up these broken connections is the key to not only student success, but educator success as well. We all have a story. Taking the time to listen and learn about our students, families, and staff shows compassion and allows the process of beginning to rebuild these

As educators, it’s our responsibility to identify our stakeholders and foster relationships that promote a culture of respect, truth, care, and support. The 41

Rebuild Broken Connection (cont.)

References

book also emphasizes that to inspire and energize those around us, we must first be "fully charged" ourselves (Adams, 2018). As we returned to full-time teaching post-COVID, #Fully Charged reignited my passion for education.

It gave insight into the importance of self-care to recharge my own battery and inspired me to encourage others to do the same. Through reading and learning, I've started to rebuild meaningful connections within my school community. I prioritize being mindful of my stakeholders' needs, taking the time to celebrate their successes, listen to their challenges, and engage in conversations about their day. By doing so, I aim to motivate and support them on their path to success.

​​Adams, J., Caposey, PJ, Isaiah, R. (2018) #Fullycharged: 140 Battery Charging Maslow and Bloom Strategies for Students, Parents, and Staff. Healthy Learning, Inc. Dena Hodge-Bates has been the director of a Daycare and a teacher at Neponset Grade School in several grade levels, PreK, 5th grade, and a combined 4th-5th class. I graduated Magna Cum Laude from Concordia University with a Master’s in School Leadership in 2014 and obtained my first Principal position at my home school, Neponset Grade School in the fall of 2014 where I continue to foster a positive, supportive environment for students, families, and staff and inspire others to strive for excellence.

Becoming an educator is a calling, a desire to do good. We don’t do it for the money or glamour, we do it for the children. We do it because we want to make a difference, even if it is just one student that we reach. We need to remember to make ourselves a priority, be mindful of every moment, and take time to not just talk to stakeholders, but really listen. Every day is a new beginning. Making one connection today can lead the way to rebuilding connections within our schools to ensure an educational culture and environment that supports, inspires, and guides stakeholders to be successful.

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IL ASCD Area Representatives Our “Area Reps” are a link to and from the various regions of our state. IL ASCD follows the same areas established by the Regional Offices of Education.

Denise Makowski

Chicago 618.203.3993 dmkowski224@gmail.com

Our Area Reps are led by a members of our IL ASCD Board of Directors, Denise Makowski.

Amie Corso Reid

O'Fallon School District 618.203.3993 amie.corso@gmail.com

Current Area Reps AREA 1: (Green)

AREA 2: (Dark Blue) AREA 3: (Yellow) AREA 4: (Pink) AREA 5: (Light Blue) AREA 6: (Gold)

April Jordan Jennifer Winters Stacy Stewart Jen Pollack Chad Dougherty Heather Bowman Vacant Mica Ike Vacant

Contact information for them can be found HERE.

The roles of the IL ASCD Area Representatives are: •

Encouraging IL ASCD membership to educators in their local areas;

•

Assisting with professional development;

•

Attend board meetings and the annual leadership retreat, when possible;

•

Disseminating information from IL ASCD board meetings or other sanctioned IL ASCD activities to local school districts or other regional members

•

Being a two-way communication vehicle between the local IL ASCD members regarding IL ASCD or any educational issues.

•

Keeping IL ASCD Board of Directors apprised of pertinent information regarding personnel issues (e.g., job vacancies, job promotions) and district program awards/recognition within the local area.

•

Communicating regularly with IL ASCD Executive Director and the Co-Leaders of the Membership and Partnerships Focus Area.

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Article Let’s Connect: Intentional Practices to Build a Sense of Belonging at School

Julie Hoffman

Human connection and a sense of belonging are basic needs, essential to our existence and necessary to thriving. This is true for our students—each one—and it is true for us. Connection occurs when we can be ourselves and feel safe doing so. It is seeing and being seen—listening and being heard (Brown, 2010). Or, as poet Langston Hughes said, “My motto as I live and learn is to dig, and be dug in return.” This reciprocal acknowledgement of one another is essential to connection, and it starts with us.

In some cases, connection comes easily, and we don’t think about it. Other times, connection takes work. Whether it is connection with our colleagues, connections with our students, or teaching students to connect, we may need to be intentional about it. The acronym CONNECT (Commonality, On-Going, Notice, Non-judgmental, Empathy, Compassion, Trust) helps to highlight the components of connection so we can be more intentional.

Commonality When we watch the folks who seem to connect with others quickly and smoothly, they all seem to share a common characteristic. They are quick to find something 44

Ongoing Real connection is not a drive-by experience or something that happens through one interaction. True connection is ongoing. It includes regular conversations, checking in, inquiring about one’s wellbeing, and acknowledgement (seeing and being seen).

in common with nearly anyone. This makes sense, as we are drawn to others who share our interests. That's why affinity groups are often successful.

As an administrator, it might be difficult to find ways to connect with certain teachers or staff. We might listen to different music, belong to different cultures, or root for different sports teams. If we continue to engage in conversations, we can find something.

Maybe we both like spicy foods. Maybe we are both the youngest child in our families. Maybe we have both vacationed in the same place. The beauty is that when we are communicating with someone and looking for commonality, we continue to learn about each other and build connections that way as well.

For administrators, this can be a little visits with faculty and staff. These moments are non-evaluative and all about connection building. For classroom teachers, this can take place with student conferences. Even if it is just a 1-minute conversation, making a point to do this with each student at least once throughout the week can be a game-changer.

For administrators trying to connect with each of their faculty and staff members, or for teachers trying to connect with their students, Donalyn Miller’s “Golden Gate Bridge Method” is handy.

So it is with students. We might not listen to the same music, or wear the same kind of shoes, or play the same video games, but we have things in common with each of our students, and it can be fun trying to find those commonalities.

We share our humanity in common.

When we hold our colleagues and our students in the highest regard, we are acknowledging their humanity, which we all have in common. When we want to build connections with others, we must start there—with our humanity—yours, mine, ours.

She likens conferring with each student to the way the painting crew keeps the Golden Gate Bridge covered in its iconic red paint (Miller, 2014). They start at one end and do as much as they can in a day.

The next day, they pick up where they left off and keep going. Some days are sunny, and the whole crew is present, so they make a lot of progress. On other days, there might be rain or other issues to contend with, and less progress is 45

Intentional Practices (cont.) plans. I worry about the substitute teacher and how her/his day will go. However, when I found out that Gregory Boyle, the founder of Homeboy Industries in Los Angeles, would be presenting in Chicago, I had to go. The entire time that I listened to Father Boyle’s stories and wisdom, I thought about what I would bring back to my students.

made. As always, the next day, they pick up where they left off and keep going.

So it is with staying consistent on meeting regularly with the humans at a school. Some days you might meet with several, and the next day there might be a fire drill, meetings, and a bout of illness that throws off the day. Make a list of everyone you want to meet with in an ongoing manner, start at the beginning, and do what you can in a day. The next day, pick up where you left off and keep going. When you make it to the end of the list, start over. This is a great way to keep ongoing moments of connection at your school.

At one point, he was talking about visiting someone in hospice. It was a man who was mostly non-lucid and incoherent, a man in the last days of his life. Sometimes, though, when someone would visit, the man would open his eyes, his face would light up, and with what Boyle described as “breathless delight,” the old man would say, “You’re here.” Several times that night, Father Boyle would reference the impact of breathless delight and the words “You’re here” (Boyle, 2017). I was so moved and inspired that I jotted a reminder in my notebook.

Notice This is really about seeing and being seen. The people we work with— faculty, staff, and students—desire to be seen. So do we. When we notice the people we work with—really see them—we appreciate them, acknowledge them, and show that they matter. This leads to a connection.

The following is a moment that locked this in for me. . .

I already knew the importance of greeting students and would make a point to stand at my doorway to

I don’t like to miss a day of school. I worry about students. I worry about the sub46

We are already evaluating and critiquing their academics. We do not need to evaluate or critique their families, their households, their experiences, or their humanity. say, “Good morning” to students as they passed by. Now, I was equipped with something even better—I would greet them with breathless delight! I couldn’t wait to get back to school so that I could greet students with joy on my face and the words, “You’re here!”

I was excited because our school has challenges with truancy, and I had just finished reading Bettina Love’s book We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom (2019) and had her term “mattering” in my head. Looking upon the students in my school with breathless delight and the words, “You’re here,” would definitely increase the sense of mattering.

to be greeted by the very human beings I had missed so much! What joy to know that I mattered to them as much as they mattered to me! (It was not lost on me that my students were able to make this mattering move naturally, while I had to attend a presentation to learn how to notice them this way.)

Non-judgemental True connection is non-judgmental.

When we feel safe sharing our struggles, our thoughts, and our ideas, we feel connected. When we feel like we need to protect our thoughts and feelings from judgment, connection is not possible.

This becomes really important for us to pay attention to when we are thinking about colleagues and students. When our colleagues share their experiences, it might just be some venting, or it might be that they feel safe being fully human in front of us. Bringing in judgment will interfere with connection.

The next morning, I was back at school and ready with my smile and my new words. When I heard the sound of lockers and adolescent voices in the hallway, I made my way to the door to commence the greetings. Before I could get the words out of my mouth, several students surrounded me and with breathless delight shouted, “You’re here!” Needless to say, my eyes filled up a little. What joy

Likewise, with students. . . We are already evaluating and critiquing their academics. We do not need to evaluate or critique their families, their 47

Intentional Practices (cont.) households, their experiences, or their humanity. We don’t need to worry about all that… just connect.

the librarian or an ELA teacher to ask for book recommendations.

Compassion Compassion is empathy-plus. Compassion is empathy in action, a commitment to eliminating and removing harm.

Once we have empathy for another person's experience, we can move with compassion. For example, when we understand that one of our third-grade teachers is a single parent who does not have childcare on Friday afternoons, we can help. She needs to leave school 15 minutes before her contractual time on Fridays so that she can make it home before her own children get off the bus. We could be judgmental and feel angry and frustrated every single week when we notice her sneaking out of the building shortly after all of our elementary students have left for the day, or we could be compassionate.

Compassion could be asking her to help 15 minutes earlier on Friday mornings and then letting her leave 15 minutes earlier at the end of the day on Friday.

Compassion could be sitting with her to brainstorm other solutions. Compassion is an action that comes after empathy and can definitely lead to connection.

Empathy We connect with others when we have empathy for each other. Empathy is easiest when we see another’s humanity or when we can imagine the feelings and perspectives of another person (Cameron & Seu, 2012). Essentially, empathy is a way of attending to another, or connecting with another person on an emotional or affective level.

When we have barriers in the way of being able to empathize with another human being, it may be that we have not been able to find a commonality with them. One way to eliminate these barriers is through books. If we don’t know what it is like to be a Muslim teenager in a community that is mostly Christian, we can read a book in which the main character is a Muslim teenager. If we don’t know what it’s like to be a queer kid navigating school, family, and friends, we can read a book in which the main character is a queer kid. The easiest way for us to step into the lives of someone else is to “walk a mile in their shoes.” The best way to do this is to step into the shoes of a fictional character who can help us see life from her/his perspective.

Looking for high-quality fiction will also give you an opportunity to connect with

Trust Trust is an element within the highest levels of connection. As administrators and/or educators, we need to be 48

Miller, D. (2014). Reading in the wild: The book whisperer’s keys to cultivating lifelong reading habits. San Francisco, CA: Jossey-Bass

mindful of our own trustworthiness. Am I approachable? Do people feel safe and comfortable with me? Do I keep people’s stories (hardships, feelings, etc.) to myself? Do I respond with kindness? Can I be trusted? If not, I need to keep working on my own transformation. If yes, and I am working toward connection through commonality, ongoing interactions, noticing, non-judgmental responses, empathy, and compassion, then I can trust the connections are happening. That way, I can get back to breathless delight and celebrating by saying, “You’re here!”

Dr. Julie Hoffman is a Literacy and Social Studies Teacher Instructional Leader (TIL) with Springfield Public Schools. She is also an adjunct professor in the Teacher Education Program at the University of Illinois Springfield. She earned her Doctor of Education in literacy from Judson University in 2018. She is a member of the Association for Supervision and Curriculum Development (ASCD) and is currently the Past President of the Illinois Reading Council (IRC). Her research interests include urban education, social and emotional learning, children’s literature, and empathy.

She believes that children’s literature and poetry can be a message of perseverance and hope, and believes that we thrive when we invest in ourselves and others.

References Boyle, G. (2017) Barking to the Choir: The power of radical kinship. New York, NY: Simon & Schuster.

Brown, B. (2010). The gifts of imperfection: let go of who you think you're supposed to be and embrace who you are. Center City, Minnesota: Hazelden.

Cameron, L. & Seu, I. B. (2012).

Landscapes of empathy: Spatial scenarios, metaphors and metonymies in response to distant suffering. Text & Talk, 32(3), 281-305.

Love, B. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom.

Boston, MA: Beacon Press.

49

Article Finding Direction: How an Alumni Career Connection Website is Guiding Students

Travis Mackey

High school was an amazing experience for me—great friends, memorable teachers, and moments that shaped who I am today. But if I’m being honest, there was one big thing missing: direction. When graduation approached, I felt lost. I didn’t have the resources to explore different career paths, and figuring it all out on my own was overwhelming. It took me years to find my way, and when I eventually became a principal at Geneseo High School in Illinois, I knew I wanted to change that for the students walking the same hallways I once did.

The Birth of an Idea One day, I sat down with one of our school counselors and shared my concerns. We talked about how we could help students explore their futures in a way that didn’t feel so intimidating. That’s when we came up with the idea of an alumni career connection website. The concept was simple: connect current students with former students who had walked the same halls, sat in the same desks, and maybe even had the same teachers. These alumni had already navigated the journey from high school to career success, and they could offer insights, advice, and even opportunities to our students.

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At first, we started small. We had students fill out surveys to identify

about, connecting through email to ask questions and learn about real-

Some students have discovered careers they never considered before, while others have found clarity in their interests, allowing them to refine their college and career goals. their interests, but it didn’t progress much further. We knew we needed to take it to the next level. By tapping into our alumni network, we discovered an incredible wealth of resources. Some of our graduates have gone on to do truly amazing things—a Geneseo alum is the commissioner for O’Hare Airport, another has paintings in 32 different museums worldwide, and one of our alumni is a founder of the Make-A-Wish Foundation! These were the types of stories and connections that could inspire our students.

world experiences. These interactions help students develop professional communication skills, an essential asset for their future careers.

After these exchanges, students write reflections on their experiences, helping them process what they’ve learned and articulate how the conversation has shaped their perspectives. But it doesn’t stop there—these conversations have led to job shadowing opportunities, internships, and even mentorships. Some students have discovered careers they never considered before, while others have found clarity in their interests, allowing them to refine their college and career goals.

Implementing the Alumni Career Connection Website Once we realized the potential of our alumni network, we worked on a structured approach to connect students with them. We embedded the program into our English curriculum, ensuring that students actively participated in career exploration as part of their education. Now, students reach out to alumni in careers they are curious

The Role of Local Businesses Beyond benefiting students, our local businesses have also found value in the alumni career connection website.

Many employers are looking to attract well-qualified individuals back to their hometown, and this platform provides a 51

Finding Direction (cont.) meets the requirements of the Every Student Succeeds Act (ESSA) for career exploration, but more importantly, it gives students a sense of direction and confidence about their future. The networking opportunities have been invaluable, showing students that success

way for them to connect with potential candidates. By engaging with students and recent graduates, businesses can identify promising talent early on, offering internships, apprenticeships, and even full-time positions. This not only strengthens our local workforce but also

Our local business leaders have praised the program, recognizing it as a way to bridge the gap between education and employment. isn’t some far-off, impossible thing.

It’s achievable, and they have a built-in support system of alumni who are eager to help them succeed.

encourages alumni to bring their skills and experiences back to the community where they started.

Our local business leaders have praised the program, recognizing it as a way to bridge the gap between education and employment. It has also helped businesses gain visibility among students who may not have realized the career opportunities available right in their backyard. This connection fosters a stronger sense of community and economic growth, as students see firsthand the impact they can make by returning to their hometowns to contribute professionally.

The program also aligns with the increasing emphasis on career-readiness education. While academic achievement remains a priority, educators are recognizing the need to equip students with skills and experiences that prepare them for the workforce. The alumni career connection website provides a hands-on approach to learning about careers, making education more relevant and impactful for students who may otherwise feel disconnected from the professional world.

Meeting Educational Standards and Real-World Needs This initiative isn’t just about checking a box for career exploration—it’s about real, meaningful connections. It

The Impact on Students The success stories from this initiative continue to grow. One student, unsure about what career path to 52

take, connected with an alum working in cybersecurity. After a series of conversations and a job-shadowing opportunity, the student enrolled in a computer science program and later landed an internship with a tech company. Another student, interested in sports broadcasting but unsure of its career viability, was inspired after speaking with the alum who is the director of broadcasting at Virginia Tech. This connection gave the student confidence to pursue a communication degree with a focus on broadcasting, opening up a range of career possibilities.

even more structured pathways for students to transition from high school to higher education and careers.

We are also working to enhance the website’s functionality, making it more user-friendly and interactive. Features such as career exploration quizzes, alumni video interviews, and industryspecific resources will provide students with a more comprehensive tool for planning their futures. By continuously evolving the program, we aim to ensure that every student has the resources and support needed to make informed decisions about their career paths.

For many students, hearing firsthand from someone who was once in their shoes makes all the difference. It personalizes the career journey and reassures them that their goals are attainable. It also provides them with role models who can offer guidance beyond what a traditional career fair or online research could provide.

Looking Back, Moving Forward Looking back, I wish I had something like this when I was in high school. The uncertainty and lack of direction I felt could have been alleviated with access to real-world connections and career insights. But knowing that today’s students have these resources makes all the difference. They no longer have to navigate their futures alone—they have a community behind them, ready to guide them every step of the way.

Future Plans and Expansion As we continue to develop this initiative, we are exploring ways to expand its reach and impact. One idea is to integrate virtual panels where multiple alumni from different industries can speak to students in real-time, answering questions and sharing experiences in a more interactive format. Another goal is to partner with colleges and vocational schools to provide

The alumni career connection website is more than just a resource; it’s a bridge between past and present, education and career, uncertainty and confidence.

By fostering these connections, we are not only helping students find their paths 53

Finding Direction (cont.)

VanDerLeest. This initiative bridges the gap between students and professionals, offering valuable career insights to help young people make informed decisions about their futures.

but also strengthening our community, empowering businesses, and creating a cycle of success that will benefit generations to come. This initiative is proof that when a school invests in its students beyond the classroom, the results can be truly life-changing.

Beyond his work in education, Travis has served on the IHSA Board of Directors, playing a key role in the development of high school athletics in Illinois. His commitment to student success and leadership has earned him prestigious recognitions, including Athletic Director of the Year and Businessman of the Year for Geneseo. These honors reflect his unwavering dedication to fostering both academic and extracurricular excellence in the communities he serves.

With a 36-year career in education, Travis Mackey has dedicated his life to empowering students, educators, and community leaders by creating meaningful career exploration opportunities. One of his most impactful contributions is the Alumni Career Connection Website, a mentorship and networking program he co-founded with retired counselor Linda MORE INFORMATION

Leaders of the Class:

Teaching Effective Communication and Collaboration Skills In Your Classroom

Maureen Chapman and James Simons October 8 and 22, 2025 9:00 am - 12:00 pm CT Live On-Line and On-Demand (Recorded) 54

Article Connections Through the Work

Shannon Ruiz-Crosswhite

Let's be honest, we didn't become educators for the summer breaks; our driving force was, and continues to be, the desire to make a tangible difference for students.

As an instructional coach in an elementary building, I've witnessed firsthand how the connections we forge with teachers, students, and administrators directly shape our collective mission of enhancing student learning.

The strength and longevity of these connections are intrinsically linked to our shared commitment to growth – to actively pushing our practice, courageously leaning into discomfort, and collectively striving for excellence. It is in this collaborative pursuit of better outcomes for students that deep, lasting connections, built on trust and a shared dedication to hard work, truly flourish.

Pushing Our Practice The inherent drive to refine our teaching and learning is fundamental to enhancing student outcomes. While the desire for improvement may seem intuitive, the journey of identifying impactful pedagogical shifts, strategizing their implementation, and navigating the complexities of classroom application is far from simple. Moreover, the prospect of change, particularly for experienced educators, can evoke discomfort—the fear of vulnerability, potential setbacks, and the sheer 55

Connections Through the Work (cont.) expectation for ongoing learning emerges. This collective commitment to pushing our practice becomes a unifying force, transcending individual classrooms and roles. The shared mission of continuous improvement, fueled by the connections formed through collaborative exploration and the courage to embrace discomfort together, unites the school community.

This powerful synergy, built on mutual support and a shared dedication to excellence, ultimately leads to more significant and sustainable gains in student achievement.

effort required often overshadowing the aspiration for growth.

However, the landscape shifts dramatically when this pursuit of excellence becomes a shared endeavor.

When educators commit to pushing their practice together, anchored in the belief that collective vulnerability fuels profound growth, powerful connections are forged. This partnership, fostered through initiatives like instructional coaching, creates a safe space to embrace the discomfort of experimentation and challenge ingrained assumptions.

Leaning Into Discomfort The most profound and transformative connections in a school often emerge not in moments of comfortable agreement but in the shared experience of discomfort. When educators, students, and staff collectively lean into challenging assumptions and ask the tough questions, a powerful dynamic emerges. This willingness to step outside familiar paradigms and critically examine established norms fosters a deeper level of trust and vulnerability. By openly questioning "why we do things this way" and respectfully probing at the edges of our understanding, we create space for new perspectives to emerge and for ingrained biases to be gently illuminated. This shared intellectual and emotional stretching, while initially

By leaning into the learning process collaboratively, asking the tough questions about our impact, and openly sharing both successes and struggles, we move beyond isolated efforts and build a supportive ecosystem for continuous improvement. This shared vulnerability, underpinned by the assumption of positive intent among colleagues striving for the same goal, strengthens bonds and fosters a culture where taking instructional risks is not only encouraged but celebrated as a pathway to collective advancement.

When a shared understanding permeates the school—that growth is a continuous journey for all stakeholders, from administrators to students—a natural 56

...the key to navigating this potentially sensitive terrain lies in the unwavering assumption of positive intent. unsettling, builds a stronger sense of collective purpose and a more nuanced understanding of the complexities within the school community.

with difficult questions, we develop a deeper empathy for one another's perspectives and a stronger sense of shared ownership in the school's challenges and successes. This shared vulnerability in confronting discomfort builds a powerful sense of camaraderie and mutual respect. Ultimately, by embracing the discomfort of challenging assumptions while consistently assuming positive intent, schools can cultivate a culture of continuous growth, stronger relationships, and a more profound sense of connection that benefits every member of the community.

However, the key to navigating this potentially sensitive terrain lies in the unwavering assumption of positive intent. When we approach challenging conversations with the fundamental belief that our colleagues and students are acting with good intentions, even if their perspectives differ significantly from our own, it creates a safe and respectful environment for genuine dialogue. This assumption acts as a crucial anchor, preventing discussions from devolving into defensiveness or blame.

Instead, the focus remains on collective growth and a shared commitment to improvement. By assuming positive intent, we can engage in robust debate and critical analysis without fracturing relationships, allowing for a more honest and ultimately more productive exploration of challenging issues.

Striving For Excellence Excellence in education is not achieved in isolation—it is cultivated through a shared commitment to high standards and continuous growth. When educators actively strive to elevate expectations— for themselves, their students, and their colleagues—a powerful sense of collective purpose emerges. This isn't about imposing unrealistic demands, but rather about fostering a culture where continuous growth and the pursuit of one's full potential are the norm. When teachers challenge their pedagogical approaches, students are encouraged

The connections forged through this process are far more resilient and meaningful than those built on superficial agreement. When we collectively grapple 57

Connections Through the Work (cont.) actively nurture a growth mindset in their students and colleagues, they create powerful connections built on mutual encouragement and the shared belief in the potential for continuous improvement.

to reach beyond their perceived limitations, and staff members hold each other accountable for maintaining high professional standards, a network of mutual respect and shared ambition begins to solidify. This shared aspiration creates a strong bond, as individuals recognize their interconnectedness in the collective pursuit of excellence.

Ultimately, the connections fostered through a collective striving for excellence are deeply rooted in a shared vision of what is possible. When a school community unites around the principle of raising expectations,

Central to this endeavor is the cultivation of perseverance and a growth mindset.

The journey toward excellence is rarely

This shared understanding—that effort and dedication can cultivate ability—fosters a supportive environment where vulnerability is embraced, and seeking help is seen as a strength rather than a weakness. embracing perseverance, and cultivating a growth mindset, the individual efforts become amplified through collaboration and mutual support.

This shared commitment transcends individual roles and classrooms, creating a cohesive and dynamic environment where everyone feels empowered to contribute their best. The connections built on this foundation are not only strong and resilient but also serve as a powerful catalyst for sustained growth and achievement for the entire school community, fostering a culture where

linear; it involves setbacks, challenges, and moments of doubt. However, when a school community embraces a growth mindset, viewing these obstacles as opportunities for learning and development, individuals are more likely to persevere through difficulties.

This shared understanding—that effort and dedication can cultivate ability— fosters a supportive environment where vulnerability is embraced, and seeking help is seen as a strength rather than a weakness. As educators model perseverance in their own practice and 58

pursuit of excellence, we can cultivate school environments where everyone feels empowered, supported, and driven to reach their full potential, ultimately creating a more enriching and impactful educational experience for all students.

excellence is not just a goal but a shared way of being.

The journey toward excellence in education is not a solitary one but a collective effort fueled by meaningful connections. When we commit to pushing our practice, embracing discomfort, and striving for excellence, we strengthen the fabric of our school communities.

These connections, forged in the shared pursuit of high standards and the mutual support through challenges, are the very foundation upon which lasting growth and meaningful achievement are built.

By recognizing the vital role of these human connections in our collective

Shannon Ruiz-Crosswhite has been in education for 18 years, serving as a kindergarten and first-grade teacher before becoming an instructional coach. In her current position as an instructional coach in North Shore School District 112, she takes great pleasure in helping students and teachers continually reach the next level.

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59

Article Can You Hear Me Now?

Leotis D. Swopes

I was a new principal in a new town. After coming into town to sign my contract, I stopped by the site of my new responsibility. Fortunately, I caught up with the former, outgoing, retiring principal. His cordialness was refreshing as he told me “tales about the school” that would cover matters beyond my initial research about the district. He spoke of the district’s proverbial “sacred cows, buried bodies and hidden treasures.” There was no mention of test scores, student achievement, or unruly children.

Finally, he spoke of how the teachers had felt discouraged by the district’s tacit disregard. This had gone on for years, he proclaimed!

Listening to this retiring principal’s passionate exposition about the teachers’ passiveness, whom I would be addressing soon, piqued my resolve. I began to reconsider my intended instructional leadership focus for a more collaborative venture on how to prepare for our future together. Comprehending the inadvertent advice, it made more sense to give the teachers a voice. Besides, I wanted, needed to hear what they had to say.

There is a threshold that every principal and school leader inevitably will have to traverse. Whether he or she is new to the principalship or new to a building, standing before their staff for the first time presents 60

a strategic opportunity to shape how future relationships in that building will be cultivated. How one enters this proverbial portal will affect the effectiveness of all that is done in the name of progress, especially as it relates to teacher apathy, school climate, and culture. It is at this juncture that the

either party can pose the expression, “Can You Hear Me Now?” and be heard!

Collaboration provides teachers a voice when a new administrator enters a building with veteran staff. Taking time to hear where teachers are coming from respects their professionalism and

...unless a message is received, there is no real communication experience, especially when they have lived through frequent principal turnover.

When crossing that threshold. Instead of telling teachers what they should do, become a facilitator, creating the conditions for dialogue and a partner (Knight, 2022).

principal’s disposition, discernment, and inherent knowledge promote a tenor of control or collaboration for the staff.

In the first decade of the 2000’s a wireless phone company used the branded expression, “Can You Hear Me Now?” The “Test Man” would find himself in the most remote areas across the country, and from his varied locations, he would repeat the brand phrase. This was done to substantiate the clarity of his voice to whom it was intended, regardless of his location. It is known that unless a message is received, there is no real communication: Call and Response are necessary for a comprehensive connection. In a similar sense as the “Test Man” (the principal in this case) should seek to disambiguate his message to his staff and likewise seek to garner the kind of response from his staff that reflects mutual clarity of understanding so that

Teacher apathy towards new principals is an “Inherited Inheritance (II).” It is a gift of inadvertent legacy maligned by the leadership characteristics of one’s unknown predecessor. Coupled with the research that suggests that the average tenure of a building administrator is only four years, teachers, especially veterans, have experienced a number of new beginnings (Levin and Bradley,2016). Each new principal’s term is a functional disruption to the building. It fosters disarray by leading to higher teacher turnover and the lack of student progress. It is difficult to imagine 61

Can You Hear Me Now? (cont.) states, “How can a leader even imagine moving a school forward without first demonstrating genuine gratitude for all that teachers do?” It has been the writer’s experience that the more teachers regard the intentionality of their principal as being supportive and positive, the more the climate of the building is enhanced, creating an environment conducive to learning and growing. The converse of this notion is also true!

that at the announcement of a new administrator that teachers don’t feel like, “Here We Go Again.”

The new building leader cannot change the things of yesteryears, but (s)he can start over and forge a new ending by utilizing a more effective, humble, and adaptive approach. When a leader starts by asking teachers what they think and listening with curiosity rather than speaking to gain control, the leader is more likely to do what is best for students and teachers (Knight, 2023). Likewise, when principals ask questions about teachers themselves, their classrooms, and their needs and

An authentic means for engagement discourse, respecting the value of what teachers bring to the teaching/learning environment and showing concern personally and professionally, connects

The most significant test will be of resilience when in-house controversy threatens to divide the staff on any given issue... principals and teachers in a community of learning, support, and relationship building. Connections are about taking time to create moments to establish meaning and to get to know others to develop relationships (Creekmore and Creekmore, 2024).

subsequently listen, these are the desires of teachers (Heleh, 2023). The new building principal can build the kind of professional relationships with the new staff by prioritizing the needs of the staff.

The school building’s Climate is affected by teachers’ perceptions of how the principal responds to their professionalism and input. These are important factors, not the only factors, for judging whether their voices have been heard. Kafele (2015)

The new principal’s leadership will help to reshape the school building’s culture: How (s)he handles teacher apathy and whether an atmosphere of working in cooperation can be discerned. Defining 62

collectively, on a daily basis to get to know them better. It is these kinds of connections that help build relationships beneficial to teachers. So, when the “Test Man” asks, “Can You Hear Me Now,” the new principal can reply, “Horizon Yes!”

a new culture will take time to manifest into what the new vision for the school will become. It will be tested by the divergent opinions and subsequent decisions made by systems enacted to deal with the matters of mutual importance. The most significant test will be of resilience when in-house controversy threatens to divide the staff on any given issue—teacher expectations, discipline, curriculum, teacher evaluation, etc. None of these issues will have a meaningful impact by the new principal without making connections that lead to the building of meaningful relationships with the staff (Creekmore and Creekmore, 2024).

Leotis Swopes has been a teacher and administrator at all three levels of schooling for over forty years. He has directly supervised more than twentyfive principals in school districts across the state of Illinois. He has successfully ‘turned around” a school and a school district. He has received recognition at the local, state, and federal levels for his collaborative achievements. Leotis is proud that his eldest daughter pursued a career in Education. He is a member of The Superintendent’s Commission for the Study of Demographics and Diversity (IL).

The building’s culture desires that the principal intentionally reach out to all his staff members, individually and

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MORE INFORMATION

Article The Academic Elephant in Our Students’ Pockets

Michael Kleine

Richard E. Lange

As educators, we have sat in on many meetings, and there are two topics that are recurring. One: how do we get our students to engage and love learning? Two: how can that result in better academic outcomes? Often, solutions are discussed from a skills standpoint: how do you help a student decode words, build up academic vocabulary, or identify the primary source of a text? These skills are incredibly important for college enrollment, scholarships, yet scores keep dropping nationwide (Schwartz, 2025).

So what are we missing? It might be as simple as looking down and addressing the elephant in our students’ pockets. The elephant that buzzes, distracts, makes noise, and demands attention. Teachers often express frustration at managing the elephant. They try to create policies, manage their usage, but often lose those battles. But this is not just a classroom management problem; it is a structural issue. It is time to have a conversation about how our kids' focus is being stolen, and how we get it back.

Focus and test scores, while incredibly important, are not all that is at stake. Social and emotional health is plummeting in ways that can no longer be ignored.

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Disconnected, Dependent, and Struggling Data shows that a student's positive connection to their school leads to higher attendance and improved performance

24/7. Students coordinate Instagram posts, and when they’re back at school, group chats strategize how to intrude on other students' peace with coordinated real-time attacks or verbal assaults in

It also pushes students to avoid scrutiny by refusing to participate actively in school at all, staying under the radar to avoid becoming the next target.

(Henebery, 2022). So, in simple terms, students with friends or a connection to the school are generally present and do well. Yet, by all metrics, student mental health is regressing. A recent study showed that 57% of high school girls reported experiencing “persistent feelings of sadness or hopelessness in the past year,” up from 36% in 2011, while suicide rates for young men continue to rise as well (Englander/ McCoy, 2025). There is so little discussion at the school level on how phones lead to a social disconnect among peers and, in turn, their relationship with the school.

Bullying, while not unprecedented, is reaching new levels that are hard to fathom. This isn’t happening in a vacuum; it’s a direct result of cell phone use.

classrooms or hallways (Singer, 2024).

This constant surveillance rewards kids who take the initiative to bully with likes and reposts; the more shocking, the better. It also pushes students to avoid scrutiny by refusing to participate actively in school at all, staying under the radar to avoid becoming the next target. The result? A school culture that’s filled with fear and distraction, where students are less willing to take risks and grow.

The Reality of Cell Phones in Schools Cell phones in schools are the antithesis of social and academic student goals.

We have for years been conditioned into thinking tech can improve the learning experience. Maybe a student can use their phone to look up a fact? In theory, that sounds great. But the reality is that a phone is not a learning tool; it is a “mobile slot machine” (Andersson, 2018) that many students can access 24 hours a day (including school time). Keep in mind that phone applications were designed

Bullying, while not a new phenomenon, feels different in 2025. In the past, bullying might have concluded at the end of the school day. Now, our kids live in a world where bullying continues online 65

Academic Elephant (cont.) to be addictive, with founders of apps like Facebook admitting that they set out to take up “as much consumer time as possible” (Andersson, 2018). Students regularly confess to going to bed at 2 am or later because they stayed up late scrolling. Daily screen times that we have witnessed can teeter anywhere from 12-15 hours a day, though the average is around 7-8 hours.

One is to require students to place phones in a pouch (some are lockable) or a designated storage area at the start of class. Of course, teachers and administrators need to be sensitive when taking students’ property out of their hands. Losing a phone due to such actions can be quite problematic and create a tense situation.

Write clear and consistent policies.

As a faculty, establish a schoolwide phone policy (e.g., "no phones during instructional time") with clear consequences. Individual teachers can set phone expectations for their classrooms if a school-wide policy isn’t in place. Many school districts have written such policies.

The evidence is clear. Phones are atrophying our children's mental health at an alarming rate, and outcomes are lagging worldwide, leading to nationwide classroom phone bans in countries across the world (Chadwick, 2024). In the United States, twenty-one states have passed a statewide phone ban in schools (Prothero, 2024). This is a great start, but it is not enough. We need enforcement mechanisms that empower public school teachers nationwide. When we do that, we can restore that classroom as a place of learning and emotional safety. Without decisive action, we leave our kids' brains in the hands of tech companies that don’t have their best interests at heart.

It’s time to confront the elephant in our pockets, honestly.

Teaching about phone dependency (often referred to as problematic smartphone use) can be a powerful and relevant topic for high school.

Have students create a debate: “Are Smartphones Hurting Us?” The objective would be to develop critical thinking and argumentation skills. Divide students into pro and con teams. Research and debate the impact of phones on health, social life, and productivity. This can help students be more responsible for building intrinsic motivation.

Practical Solution for Reducing Classroom Phone Use Here are some practical solutions to help reduce or manage high school students’ use of cell phones in classes.

Another way to decrease cell phone use is to involve students in policy-making.

When students help set guidelines, 66

thereby promoting better concentration and academic performance among students. The bill includes provisions for exceptions, allowing device use for medical reasons, as part of individualized education programs, or for English learners needing access to learning materials. This ensures the policy accommodates the diverse needs of students.

they’re more likely to respect them.

Communicate expectations to parents and enlist their support to minimize texting/ communication during school hours.

Some schools use apps or systems that lock access to certain apps/ sites during school hours. Designate specific times/places where phones can be used, so students know when it’s acceptable. Create a phone zone and reinforce its use. A mix of physical, behavioral, and educational approaches usually works best. Relying solely on rules or punishment often isn’t sustainable without student and parent cooperation.

The bill prohibits enforcement of the policy through fees, fines, or involvement of law enforcement, focusing instead on educational approaches to policy adherence.

Overall, SB2427 represents a proactive approach to addressing the challenges posed by personal electronic devices in educational settings, aiming to create more focused and equitable learning environments across Illinois schools

The Phone Policy Legal Landscape Though structured policy is helpful, school administrators need legal backing from the state board of education to ensure their policies don’t face parent pushback. In Illinois, Senate Bill 2427 (SB2427, 2025) aims to enhance the educational environment by mandating that all public school districts and charter schools in Illinois develop and implement policies restricting the use of wireless communication devices during instructional time by the 2026–2027 school year. This includes devices such as cell phones, tablets, laptops, and gaming devices.

Conclusion Many studies and experts, including organizations like the American Psychological Association, Pew Research Center, and researchers like Jean Twenge (Twenge, 2018), agree that minimizing cell phone distractions in schools has been shown to improve students' mental health and reduce bullying. Several schools have implemented strict phone bans, leading to positive outcomes.

Students reported feeling less depressed and isolated, attributing their improved

By limiting the use of personal electronic devices during instructional time, the bill seeks to minimize distractions, 67

Academic Elephant (cont.) mental health to the reduction in screen time and social media use during school hours. This change allowed for more genuine social interactions and decreased exposure to online bullying.

France, Finland and Italy: These Countries Have Banned or Restricted Smartphones in Schools. Euronews Next, 29 Dec. 2024, www.euronews. com/next/2024/12/29/whichcountries-in-europe-have-bannedor-want-to-restrict-smartphonesin-schools

References

Illinois General Assembly. (2025). Senate Bill 2427: Wireless communication device policy in schools.

Aubrey, Allison. “Analysis: There’s a Mental Health Crisis Among Teen Girls. Here Are Some Ways to Support Them.” PBS NewsHour, 8 Mar. 2023, www.pbs. org/newshour/health/analysistheres-a-mental-health-crisisamong-teen-girls-here-are-someways-to-support-them

Improving Student Attendance Starts with a Sense of Belonging: Expert.

The Educator, 14 May 2024, www. theeducatoronline.com/k12/news/ improving-student-attendancestarts-with-a-sense-of-belonging-expert/281432

Camera, Lauren. “U.S. Students’ Reading Scores Have Hit a Record Low.” Education Week, 11 Jan. 2025, www. edweek.org/leadership/readingscores-fall-to-new-low-on-naepfueled-by-declines-for-strugglingstudents/2025/01

Singer, Natasha. “Fight Videos. Vaping.

TikTok. How Phones Disrupt American Schools.” The New York Times, 15 Dec. 2024, www.nytimes. com/2024/12/15/technology/ school-fight-videos-studentphones.html

Chatterjee, Rhitu. “Suicide Among Teens and Young Adults Reaches Highest Level Since 2000.” PBS NewsHour, 12 June 2023, www.pbs.org/newshour/ nation/suicide-among-teens-andyoung-adults-reaches-highestlevel-since-2000

Twenge, J. (2018). iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood--and What That Means for the Rest of Us. Atria Books.

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Michael recently published the op-ed “Underfunded and Undervalued - the Truth of Tier 2 pensions, 2025”, which analyzed the Illinois state pension crisis.

Will, Madeline. “Which States Ban or Restrict Cellphones in Schools?”

Education Week, 20 June 2024, www. edweek.org/technology/whichstates-ban-or-restrict-cellphonesin-schools/2024/06

Richard E. Lange is an adjunct faculty member for National Louis University and supervises student teachers in the Chicago area. He is an active board member of Illinois ASCD PD 365, as he co-chairs the Advocacy and Influence Committee.

Richard is a regular presenter on education issues for US and international organizations. He is the co-author of the book Life Saver for New Teachers (2011) and has helped schools design mentoring and new teacher induction programs.

Michael Kleine is a public school teacher in Chicago with a master of Arts in teaching from National Louis University. He teaches history and civics, with a passion for helping students build real-world critical thinking skills. His work focuses on school-based policy and how systems can better support students and teachers.

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