There are several moving pieces that help schools to be successful. The support of school superintendents and school boards empowers educators to strive to serve students. School leaders that support the classroom efforts of teachers and students is vital as well. An important piece that is often overlooked is the partnership of parents and schools.

Parent involvement is helpful in many ways for schools. Parents can provide a unique perspective on how your campus is viewed by members of the community. There are parents that want to be involved at their child’s school, but don’t know where to start. Part of our responsibility as educators is to help show parents where they can help.

Communication with parents sets a foundation for your school year. Sometimes educators assume that parents are not concerned with their students academic progress. This, in most cases, is not true. Parents want to be involved but don’t know how they can help.

The easiest way to involve parents is by making a phone call. The call doesn’t have to last long, just long enough to share important information. Most people will appreciate you taking time to call.

Sometimes it is necessary to deliver information that is not pleasant for parents to hear. This is part of the reality of education. When relaying news that may be difficult for parents to hear, stick to the facts of the situation. Remember, this is a partnership. Work with parents to find solutions for the benefit of the student.

Something I hear from parents often is that they don’t know how to help their student at home. There are different solutions to help this issue. Communication through a student planner could be a solution. Having notes about what was done during the school day and assignments to be completed written and communicate the need for parents to check the planner daily.

There are a ton of resources on the internet and social media. Teachers could create short videos explaining concepts learned in class. There could also be newsletters emailed detailing important events coming up. Some examples of this could be research assignments, daily homework, or upcoming assessments.

Schools must be intentional when it comes to parent communication. Oftentimes the members of communities don’t have complete knowledge of what’s happening in their schools. Giving parents opportunities to volunteer and inviting them to school events helps to strengthen the relationship between community and school.

Parents can be our strongest advocates. We, as educators, have to be intentional when considering how our parents can help us. Knowledge is power and the more parents know about what happens in school from day-to-day, the more they can help students to be successful. Embrace the opportunity to include parents as much as possible.

When thinking about school performance, oftentimes people begin to think about interventions. What can be done to improve student performance? What if we thought about how our schools are performing differently? We must shift our focus from depending on tier two and tier three interventions to quality tier one instruction.

Tier one instruction is not given the attention that it demands. When planning for instruction, are we trying to reach all of our students? Are we giving every student a fair chance at learning grade level material?

Reading instruction is vital. As educators we know that if students struggle with reading comprehension, they will struggle in every academic subject. How are we providing instruction that will support every learner in our classrooms?

Are students exposed to various types of reading material? Are teachers modeling reading text in an expressive manner? Are students getting feedback that is immediate so that they can practice their reading skills more effectively? Students should also receive strong vocabulary instruction.

Math is another area major focus in most schools. There is sometimes a tendency to focus on what students can’t do. The use of high quality instructional materials to expose students to grade level work is critical. If they don’t receive instruction at grade level how can we expect them to meet grade level standards?

Fact fluency should be a part of instruction in Elementary grades. Teaching problem solving skills helps students develop reading and comprehension skills. Encouraging students to write and verbalize their mathematical thinking is another skill builder. Providing feedback quickly gives students a chance to practice effectively during class time.

Small group instruction is important, not just for students that need tier two and tier three interventions. Students that are operating at grade level and above deserve opportunities to further increase their knowledge. Educators must provide enrichment for our students that have already grasped the material being taught.

We have an opportunity to change the way we have traditionally done things. We must be creative in our teaching methods and interventions. Our students deserve to be challenged no matter what level they are working on. Providing quality learning experiences should be the priority for every educator.

Each day of the school year, millions of educators report to campuses across the United States. Most are firmly rooted in the work that needs to be done. There are others that are not sure of their purpose for serving students and their families. The work of educating tomorrow’s future leaders is too important to approach haphazardly.

If you’ve spent anytime around teachers you can tell which ones truly love their work. Their conversation about students is different. Their classrooms reflect their passion. Their dedication shows in all that they do.

The flip side of this, are those educators that are not as dedicated. Their conversations share a different side of the reality in schools everywhere. There is a lack of conviction missing that is a potential detriment for our students.

Working in education is hard. There is a lot expected from educators everyday. Federal and state guidelines have to be followed. Curriculum needs to be taught.

I’ve noticed that after Covid shut things down, teachers have not been the same. During virtual teaching and hybrid returns to campus, things were relaxed. Lesson plans, methods of instruction, and teacher supervision were all less stringent than they were before the shutdown.

The return to somewhat “normal” the last two years has been eye opening. There are some educators that don’t have the same zeal for student learning. Maybe it’s just my perception, but things are different. There seems to be more of an uptick in teacher apathy.

I am in no way discrediting that teaching is hard. There has been a shift toward some teachers not wanting to do basic things that are good for students. Yes, teachers deserve to have their feelings validated, but student learning is a priority. After all, teachers are paid to be a positive influence in students lives.

I will always be a vocal advocate for teachers. I also advocate just as much for student learning. What can we do to increase a love for and pride in being a teacher?

There are so many examples of teachers showing up for students daily. They work on lessons outside of their work hours, study to make lessons engaging for students, and work to foster positive relationships with students and their families. Still others volunteer their time for clubs and other after school activities.

There are many educators that exemplify the characteristics that you want to see when you walk into a school building. Our society needs to show the same appreciation that was shown when schools were shut down and learning was happening online. The dedication that it takes to provide quality learning experiences for students is a source of pride. The work is hard and the laborers are few, but our best educators make magic happen everyday.

The beginning of the school year is filled with optimism. Administrators are hopeful for a successful year. Teachers are refreshed and ready for a new group of students. Students are excited to see their friends and meet their new teachers. Parents are eager for their children to return to school after a long summer.

The school year starts with expectations for good things to happen. Expectations are set and new relationships begin to form. Parents are supportive and looking forward to the development of their student. The rhythm of arrival, learning, and dismissal begins.

How do we make the most of the one hundred and seventy days that we have students on campus? What can we do to provide students and parents with the best experience possible? Our preparation for the school year is vital.

Grade level teams have identified essential learning standards for the first nine weeks. Instructional materials have been distributed. Details of safety and security have been discussed. Classrooms are prepped and ready.

As instruction begins there are some things to keep in mind. Students do not get to choose where they go to school. A students school is dictated by the living arrangements of the adults in their lives. Learning experiences should not be determined by zip code or income status.

Students will not be in their current grade level again. We, as educators, should strive to make sure that students receive the very best that we have to offer. The learning environment should be engaging and welcoming.

Educators, remember why you do what you do. Yes, the work is challenging. Yes, sometimes there are difficult students and parents. Yes, there will be directives that you don’t like or understand. Assume positive intent when working with others. I hope that each and every teacher, paraprofessional, custodian, nutritional staff, administrator, parent, and student have the best possible school year.

There’s no way for us to see what’s around the corner in our lives. We live, make the best decisions possible, and constantly adjust to the challenges that come our way. It’s usually when things are going well that we get the wind knocked out of us. I recently had an experience like this.

In June I completed my second year as an Assistant Principal. I have learned a lot over the past two years and established relationships throughout the campus. Our administrative team was strong and our campus was moving in the right direction. I was feeling really good about going into year three.

The day after my contract ended I received a call that I would be moved to a different campus. My heart sank and several thoughts and emotions rushed throughout my mind and body. There had been several administrative movements and to my understanding they were complete. I clearly was wrong.

My emotions were getting the best of me. I was very upset, mostly because of the way the situation was handled by district leadership. I did not have a chance to speak with anyone prior to this decision being made. I felt that my options were taken from me. Also, because of the timing, it would not have been smart of me to look for a job outside of the current district.

I was faced with a difficult decision. Either I began my job search knowing that I would be starting my contract with a prorated salary or deal with the decision that was made for me. I chose the latter and started the process of wrapping my mind around what was coming. This was not easy.

My new admin team and I have been able to work well together so far. Everyone has been welcoming and seemingly ready to collaborate. I made the decision to do what I’ve always done, give my best for the teachers and students that I serve. I still have moments when I get upset about the way the move was handled. I’m sure I will continue to have those moments throughout the school year.

I will work my way through this season of my life. It will be difficult moving forward to trust district leadership. An honest conversation as to why thirty administrators were shifted around would be appreciated. This is something that will probably not happen. I am thankful for my job, but I am a human being.

This coming school year will surely test me. Having to learn a new staff, students, and parents is like being a first year administrator all over again. I’m sure that this will strengthen my leadership skill set. I’m doing my best to be optimistic.

If you’ve been in education for a while then you’ve probably had experience with a number of programs. Some are around for a few years, while others come and go in a years time. The implementation of new programs seemingly is done with good intentions. There’s one common element that produces success in our schools, people.

There are several programs that are in use on campuses throughout the United States. We have software licenses to help students with various disabilities. We have programs to help with intervention. We also have programs to help with academic enrichment.

All of these programs can be helpful in the education of our students. The greater impact is made by the people, our teachers, that work with our students on a daily basis. The best programs have no benefit without guidance from teachers.

Our teachers work hard to provide the best education possible for students. The hours spent planning and creating learning experiences for students is just as important as the programs that school systems spend millions of dollars on. School leaders must keep things in the proper perspective.

The success of our schools takes every adult in the building to be dedicated to student learning. From the bus drivers to custodians, everyone has to have the best interest of students in mind. People are the driving force in education. No matter what programs we are asked to use, our teachers make the learning real and relevant for our students.

One thing about life is that some days are better than others. It’s a common part of the human experience. The more variables in your life, the greater the chance of things not going your way. In spite of it all, we must push through and make the most of each day that we’re given.

Life is filled with the unexpected. One day everything is flowing smoothly, next thing you know, the unexpected is slapping you across the face. It’s not an easy place to be, but we have to keep the proper perspective. If we’re honest about it, we have far more good days than perceived bad ones.

How do you keep your head held high and perform at your job when things are not going your way? Take a moment to put things into perspective. Is this something I can solve right now? Have I ever been through a similar situation? Separating personal problems from professional responsibilities is not an easy task.

Our nature causes us to think of the worst possible scenarios when things do not go our way. If you work in a service oriented field, such as education, you typically don’t have time to dwell on your personal issues during the day. You’re expected to push personal matters aside and devote your time and attention to those that you serve. This can be a very daunting challenge.

Something that helps me push personal things aside is to remind myself that the people I serve are not aware of what is going on. Not to say that they don’t care, but I have a professional responsibility to serve others the best that I can. This may involve me spending a few minutes alone in my office to get myself together. Another thing I try to do is get out of the building. When dealing with life’s issues, I take a short walk around the outside of the campus. This often helps me refocus to make it through the next task.

Getting into the classrooms of teachers that exemplify what an educator should be is also helpful. Do not underestimate how seeing young people enjoying learning can lift your spirits. Our students love to talk about what they are learning when they are actively engaged. Seeing students and teachers engaging with the content and each other is good for the soul.

Trials of life are inevitable, but sometimes we have no choice but to push through. Most things, short of the death of someone close to you, can be managed while still fulfilling your professional obligations. Remember, as long as you are alive there are no bad days, just rough moments.

With anything that you want to get better at doing practice is required. When learning to play a video game there’s a certain amount of time needed to master the game. Learning to play an instrument or playing any sport requires a time commitment and repetition. I view homework the same way. In order to master certain skills, practice is necessary.

The topic of homework has become contentious. Whether or not to assign homework, how much homework is given, and how do we monitor homework are all common quandaries. As things change in education, how do we deal with this topic?

As a teacher I vividly remember checking homework. Students either did their homework routinely, lost it, or had some reason why they could not get the homework done. It could be a frustrating situation. I did all that I could to help students see the benefit in doing their assignments at home.

I gave only 4-5 questions, 2-3 nights of the week. We reviewed our Math topics during class, I have students time to work with classmates and individually, and worked with some students in small groups to aid in understanding the tasks. I still regularly had students not complete homework.

I understand the obstacles that some of our students face when it comes to homework. Some, no matter the support given at school, just could not figure out what to do on their own. Others had household duties to take care of once they left campus. Another group had team sports that kept them out late and another group that just lost what they were supposed to do.

Assigning homework is a lot easier now with the use of technology. How do we provide incentives for students to do the work? How do we help students and parents see the value in homework? I don’t have answers for these questions, but I remain hopeful about ways to improve our practice.

As educators, we would like all of our students to be intrinsically motivated to complete homework assignments. A partnership and strong communication between parents and teachers could help improve the rate at which students complete homework. Individual practice will always be a necessity for learning new material. Creativity and consistency is key to improve outcomes.

There are many schools of thought when it comes to grading. Teacher’s approach to grading can vary widely within the same building. Are there any grading practices that are wrong? Should there be a standard way of grading for all teachers? Is there really a need for grades?

Grading can be subjective. If you give five teachers a copy of an assignment from a student, you will probably get five different scores for that assignment. Teaching philosophy, years of experience, and possibly, the teachers own school experiences, are all factors that sway grading.

I have worked in a district that didn’t require number grades until students reached sixth grade. Student report cards reflected their mastery of topics of study for the marking period. While I understand the logic behind the process, there was a lot of confusion for parents and students alike. I often had to explain what the rankings meant when parents inquired.

There are benefits to a standard based grading system. There is more of a focus on mastery of skills. Yes, it takes more of a time commitment for grading on the teachers part. If done correctly, students will take pride in tracking their progress.

When it comes to grading, I believe, that the goal should be to work towards mastery of the topic of study. If students come up short then it is the duty of the teacher to help students reach their goal. Tutoring and reassessment are two ways to provide opportunities to reach mastery. Reassessments give students another chance to show what they know.

Grading systems that rely on percentages will probably always be around. This is not necessarily a bad thing. If there are solid teaching practices and multiple ways to demonstrate knowledge of a topic of study, number grading systems can be just as effective as standards based grading. The common factor is the willingness of teachers to provide the guidance necessary.

Debates about grading will continue to go on. Whatever side of the debate people fall into, the one commonality should be student learning. Whatever needs to occur for students to make sufficient progress, teachers should find a way to make things happen to benefit learners. Allowing students to fail without adequate opportunities to reassess or make up work is a practice that needs to stop. Let’s all make sure that we give students the very best chances to be successful.

Throughout our days there are a multitude of things that we deal with. Some of these things are planned and some come out of nowhere. Having a plan of attack helps take some of the stress away when it comes to dealing with the unexpected. The reality of working in a school setting is that things will always come up, how you deal with them can make or break your day.

The major difference in being an administrator and a classroom teacher is scheduling. As a teacher, you know what your schedule is. As an administrator, your days will vary. Having a schedule will help to focus your time.

ARD meetings, 504 meetings, parent conferences, and PLC meetings, are a few things that your days could be comprised of. While these meetings are important, you have to find a way to take care of other important tasks as well. How is this possible? I’m glad you asked.

When you begin creating your schedule, start with tasks that absolutely have to be done. Next, begin with secondary essential tasks. What are the things that you would like to do, barring an urgent situation? Here is an example of what calendaring your day could look like:

7:30 Student Arrival

8:00 ARD meeting

9:30 Classroom observations

11:00 Lunch duty

11:45 Eat something!

1:00 Grade level PLC

2:00 Office time

3:00 Student dismissal

This is just an example. Always build time into your day for the unexpected. Some things you may not get around to doing, and that’s okay. Flexibility is the name of the game. Calendaring your days and weeks will help you to be productive and stay focused on the important things.