Unless a person becomes adept at remaining "bifocal," the immediate and the urgent will narrow the view and important things ... or people ... will be left behind.
It is in the hands of the teachers and leaders to grab hold of the assessments developed within the school and have them be more reflective of the school's values about student success, using feedback, coaching, and encouragement along the learning path.
The school leaders' crafting a vision does not mean "on your own." It involves bringing board members, other administrators, teachers, parents, and students from all levels to the table.
In schools, observations and evaluations of teachers and principals can be a contentious event rather than a productive process. Capturing actions and being able to reflect upon them offers a growth experience.
The genesis of the ruckus that broke out at the Trump rally in Chicago and the ardor that continues to follow him, highlights a danger school leaders and law enforcement know about very well.
It is the responsibility of the school and district leaders, no matter the length of time in the district, to clarify, define or redefine the narrative, to create the lingering perception, and to influence the reputation of the school(s) in the community.
When trust becomes a shared and lived value, the people within the organization can remain invested in their chosen work, taking risks, moving forward, making changes.
No good comes from a fractured environment. Fighting over points of view, misunderstandings and resentment cannot contribute to a healthy school environment for children.
Leaders are jugglers, multiple balls in the air all the time. So focusing on one thing well, without letting others drop, describes the realism of the leader's role.
Noting the positive effect of hopeful mindsets, we wonder about rethinking the use of indicators each year and the reigniting of the power of goals.