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project-based learning allows us to engage students at deeper levels, with challenging content.

Curriculum design is a perfect opportunity to include students

What can school leaders do to ensure that their faculty members, including themselves, continue to grow and learn? It is the responsibility of school leaders to create a setting in which adults learning with and from one another becomes the norm.

Collaboration focuses only on the product; collegiality focuses on the product and what the participants gained from their collaboration.

"Many studies have shown that social connections with co-workers are a strong predictor — some would say the strongest predictor — of job satisfaction. People with friends at work are happier at work.

the goal of school leaders is to create a setting in which everyone grows. When this takes place, happiness will follow.

the work of Roland Barth. As a metaphor, he cites the instructions that are given to passengers about how to proceed when using an oxygen mask on an airplane. We are always told, he notes, that the adults should place the oxygen mask on their own faces before tending to a child or an elderly person. While this sequence is counter-intuitive to our desire to take care of those who need our help, the reality is that without giving ourselves oxygen first, we will not be able to help anyone else

If collegiality is not the norm, a school cannot achieve its potential.

Teachers talking together about students.

Teachers working together to develop curriculum

one another teach. This occurs rarely, even in the best schools

observing

One way to address this anxiety is to "ask teachers to observe a peer with the goal of finding one thing they like and one idea they'll use,

In a collegial setting, teachers share their expertise with colleagues and further everyone's learning.

an elderly person. While this sequence is counter-intuitive to our desire to take care of those who need our help, the reality is that without giving ourselves oxygen first, we will not be able to help anyone else. We must take care of ourselves in order to be able to take care of others. Teachers teaching one another. This doesn't necessarily mean that a teacher stands in front of peers and imparts expertise. Although that can happen, the interaction that takes place at faculty and committee meetings offers richer opportunities for teachers to teach their colleagues. Sharing what did and didn't work yesterday, reviewing action re

Intelligences and Succeedin

Teaching a class, laudable as that may be, only satisfies this need if the administrator's teaching responsibilities cause the faculty to view him or her as someone who understands and appreciates teaching, rather than as "an administrator who teaches."

leaders must try to position themselves among the group rather than above it."

Faculty committees should be a school's R&D department, a place where academic research and development takes place.

When teachers serve as leaders of a faculty committee, they also develop their leadership skills.

An easy (and fun) way to encourage collegiality is by forming a faculty book group

First, participation should be voluntary. That may be hard for school heads to accept, but my experience is that making attendance optional works better. Only a minority of the faculty is likely to join, but because those who are attending choose to participate, the dialogue is far more likely to be open and positive.

providing food is always good. Paying for pastries or pizza always sets a nice tone.

If students are to grow and learn, their teachers must grow and learn; if teachers are to grow and learn, their administrators must grow and learn as well. School leaders must be learners. We must invest in ourselves, too.

must be visible learners

It may be difficult to admit that you don't know the answer or that you'd do something differently next time, but it's important to do so. This is part of the Make New Mistakes philosophy noted in Chapter 1. Sharing that philosophy with staff members and parents helps set the expectation that everyone is expected to learn — and that learning can be messy.

Listening well includes structuring in designated times when you have to listen and also ensuring that you listen to opinions you don't want to hear. That is neither easy nor pleasant, but it is necessary

I have found surveys to be effective in reaching out to parents.

"360-degree evaluation for growth." The term "360 degrees" captures the fact that feedback is generated from all sectors of the organization, not just from above. The term "growth" indicates that the data came directly to me, for use in my reflection and growth, rather than to a third party for the purposes of evaluation. Many organizations offer this service, and the format is generally the same. To start, I reflected on my strengths and weaknesses. Then online feedback on the same items was collected from several dozen people whom I nominated, people from all 360 degrees of the school, from trustees to staff to students' parents. A "coach" working for the company that conducted the survey then led me through an analysis of my profile, paying special attention to how my self-perceptions did and did not contrast with how others saw me.

we need to be active, trusting, and respectful participants in the digital lives of young people.

Our young people are still learning their way around the digital landscape largely on their own — when what we need to do is confidently take them by the hand, show them how to look both ways, and cross the street with them — at least at first. That means staying up-to-date about digital safety, the rules of the road, and what’s going on in the neighborhood. Finally, we need to foster the kinds of personal relationships that encourage our kids to talk about where they are going and what they discover along the way (their successes as well as their mistakes) once we let them travel on their own.

y, “Digital Generation: Parents,” is a good place to start.

read Clay Shirky’s Cognitive Surplus (on social media

Jane McGonigal’s Reality Is Broken (on video games). If you want to try to keep up with the moving target of day-to-day digital parenting, I recommend Marti Weston’s information-packed, down-to-earth blog, Media! Tech! Parenting!

inspired by Adora Svitak,

Equally inspiring is nine-year-old Martha Payne, whose blog NeverSeconds, about the lunches served at her school in Scotland, sparked a national controversy about school nutrition that attracted the attention of celebrity chef Jamie Oliver

Some people call it a digital footprint, others a digital tattoo. As a parent, you are no doubt concerned about the possible missteps your children may take

the digital “brand” that will follow them for life.

although your children are already comfortable interacting online, they don’t yet necessarily know how to translate their skills into products that show them at their best

create “a portfolio of work that is both public and interactive, that reflects the potential of the online world and that serves as a solid foundation for a lifetime of participation online.”

Those of us in education need parents like you to be involved as active and open learners about the digital world, learners who can engage with us, their children and their children’s teachers, in much-needed conversations about digital matters.

Prioritize balance in the school schedule. This means building in time for teachers to prepare, think, meet with their colleagues, eat lunch, and pay an occasional visit to the bathroom. It’s also important not to burden teachers with unnecessary meetings.

We should show our students, through the examples of our own lives, that they can lead healthy, multifaceted existences and not be slaves to their careers.”

The more screen time teens have (up to 6.5 hours a day), the worse they perform academically.

It sends a powerful message to students that someone in authority is taking the time to observe and notice with a view to making improvements in the school for their benefit.

Give students a minute at the beginning of class to check phones. -   Then have them silence their devices, put them face down on desks, and pay attention. -   Every 15 minutes, allow students to check their phones for a minute. -   Gradually increase the interval to 20, then 25, then 30 minutes. -   If students violate the protocol, they forfeit the next phone break. -   Naturally there are times when phones can be used legitimately as part of a learning experience.

it’s unproductive to confiscate students’ phones; this can cause great anxiety and needless conflict.

the time-honored practice of displaying samples of exemplary student work may be a turn-off for many students.

when students are exposed to truly exceptional work, they use it as a reference point and realize they are not capable of such exceptional quality. It can lead to decreased motivation and eventually quitting if you believe the exceptional work is actually typical.”

noticing another student multitasking electronically harms the learning of the viewer.

it appears that study techniques that have recently emerged from cognitive science are helpful to a broad range of students with special needs. Here’s a fuller list of those approaches: -   Breaking up study time into chunks; -   Studying material from more than one subject in the same session; -   Varying study environments; -   Retrieving material from memory by testing oneself and restudying what wasn’t recalled (this is especially helpful when the material is beginning to fade, resulting in a productive struggle to recall it).

“Critical thinking should not be limited to one group or one age level of students.”

Teachers need to integrate a variety of thinking questions throughout the curriculum (analyze scenarios, interpret graphics, evaluate quotes) and make sure students are seeing test questions for the first time.

If students can produce a quick verbal answer when a question is fired at them in class, it’s probably a lower-level question. Better to let students ponder good questions and discuss them with a classmate before being asked to respond.

Many teachers need PD on framing good critical thinking questions, modeling high-level thinking themselves, and revising their lesson tasks and assessments so they spur critical thinking.

When is online professional learning a better choice for teachers than in-person experiences?

To study a topic that’s not offered within the district in a particular year.

            •  A particular expert is not available in the school or district.

  • Singleton teachers can reach out to similarly isolated teachers in other locations.

• Online resources can fill immediate needs, facilitating higher-quality in-person work.

• Online PD can be significantly less expensive and more feasible than in-person PD.

“Learning of any kind is best done collaboratively with supportive colleagues and facilitators who can push thinking, provide accountability structures, and ensure a quality learning experience. Relying on online professional development becomes dangerous when the learning is too independent and isolated.”

when teachers go online for resources, they often gravitate to those that are immediately useful rather than looking at material that challenges them and helps them grow professionally. “School-based collaboration is still necessary,” conclude the authors, “maybe even more necessary, in an environment where teachers are participating in independent online learning activities.”

“Use online learning to meet your personal needs, but find ways to take that learning back to your school.”

five maxims in reference calls:             • Agree with the candidate on a comprehensive and relevant list of references to call. This should include former bosses, peers, and subordinates in previous jobs. Narrow the list by thinking about the specific characteristics of the job you’re trying to fill.

“[I]t’s easier to solicit the whole truth when you can hear hesitation or emotion in a person’s voice or see it on their face.” And emphasize that all comments will be completely confidential.

Help the reference avoid common biases. If you start by asking an overly general question (“What can you tell me about Carol?”), Carol’s employer will usually trot out her best characteristics – and will then feel the need to be consistent with those positive comments when answering subsequent questions.

Ask about the candidate’s social and emotional competence.

Check values and cultural fit. Will this candidate fit in and succeed in your organization and work collaboratively with you and your colleagues?

Probe for downstream qualities. Will the candidate keep learning, adapting, and growing?

“Ask for examples of situations in which the person has shown the hallmarks of potential: curiosity, insight, engagement, and determination,” says Fernández-Aráoz.

Another participant described affinity groups as “a space where I can say the things I need to say, you know, and be who I am and not have to couch it.” This kind of comfort can be a critical emotional lifeline for Black teachers.

If leadership at PWIs hopes to stem the tide of attrition among Black faculty, they need to invest in a consistent approach to professional development that is not reactionary.

I’ve established healthy boundaries, such as acknowledging that it’s not always my responsibility to coach my white colleagues through their misconceptions about race or Black folks.

I hope school leaders will make it a priority to improve the teaching experience of their Black faculty by intentionally budgeting more time for supportive gatherings like affinity groups and providing more culturally responsive professional development opportunities to sustain teachers throughout the year.