School funding is being debated across the country right now. Several points of contention are being discussed including teacher pay and school vouchers. Public schools are facing scrutiny for many factors that have been brought on by the pandemic. What can be done to paint a true picture of the value of public education?

The news outlets and social media networks are ripe with negative stories involving schools or educators that have made poor choices. It seems like a weekly occurrence. There are some positive stories about the great things that are happening in public schools, but the negativity screams far louder than the positivity.

Private and charter schools are not held to the same standards as public schools. This gives them more flexibility in the types of programs that can be offered to students. This is an attractive incentive for parents. These schools also accept the students that they want to accept. There are some charter school networks that are doing the right thing by students, but this is not the norm.

Politicians are now pushing for so called school choice, which includes vouchers that would take money away from school funding. I’m all for parents doing what’s best for their children, but there needs to be some truth shared about charter and private schools. These schools are not always what they portray themselves to be.

If you have a student that is motivated to learn, private and charter schools will gladly accept them. If you have a student that requires special education services, often there are no programs for them in private and charter schools. If a student presents any behavioral issues, they will be quickly sent away from most of these schools.

Public schools are not allowed to turn any students away. That is why there are programs in place to support learning for all students. This is also why some schools do not perform as well as others. We all know the reasons that surround why some schools perform better than others, so I will not get into specifics.

So, here we are. There are some things that we can do as a community of educators to shine a light on the great things that are occurring in public schools. We have to be our own advocates if we want to see things turn around.

School social media accounts are a solid place to start. We must show our communities what goes on in our schools on a daily basis. School newsletters could also be used to showcase our students. Volunteers could be called upon to give a helping hand on our campuses. There also needs to be communication with state representatives to voice our stance on the future of our schools.

Teacher pay has always been a sore spot for educators. Teachers wear many hats throughout a school day and deserve much more respect than they get. Is anybody ever paid what they truly deserve to be paid? No, but we can definitely do better to show teachers that their work is valued. I believe that lawmakers should have to spend at least one full day in a public school monthly. This would provide some much needed perspective that would help improve school funding. That’s just my thinking.

As educators, we have to hold ourselves to a higher standard. Our conduct has to be impeccable to help change the negative impact of things that are happening surrounding public education. Parents and students deserve to attend schools that they can be proud of.

I truly believe that the public education system is the best place for our students. We have to stand together to create environments for our students to thrive. Will things ever be perfect? No, but we can certainly help them to be better.

Special Education is another topic that everyone seems to have strong opinions about. How are we identifying students to receive services? Are we over identifying students for Special Education? How doe we combat the stigma of students who receive Special Education services? What is the path forward?

Can we first address how we talk about students that receive Special Education services? These students are not Special Education students, they are General Education students that receive Special Education services. This shift in the way we name or group students is a good start to changing narratives surrounding SPED.

Many parents are hesitant to have their child receive Special Education services because of what they know or remember SPED to be. Most don’t realize the changes that have been made to better serve and de-stigmatize students that need to receive services. We, as educators, are tasked with helping realize how Special Education services can be beneficial for their student.

If you work in education, then you know that students can receive services in different ways. In most cases, students can receive services without being pulled from the General Education class setting. Sometimes students are pulled into a Special Education setting to receive some services. This is very different from the way it used to be, when students would spend the entire day in the Special Education setting. There are still some cases where a student would function best in the Special Education setting and not in General Education.

Identifying students to receive Special Education services can be a sensitive situation. There are several factors that need to be considered. The biggest factor should be, if Special Education is the right option to best serve the students needs.

Recently there have been efforts made to help with the issue of over identifying students to receive Special Education services. The focus on the RTI/MTSS process proves to be beneficial. This process helps to weed out possible issues affecting student performance. A committee discusses the student’s performance and recommendations to help the student to be successful.

Strong tier I instruction, trying ways to support students that are struggling, communicating with the team that works with the student, and also communicating with parents can help with the process. Can the student achieve better when given certain accommodations? Is there an undiagnosed disability?

As educators it is our responsibility to educate all students. We must make sure that our classrooms provide an equitable experience. We also must remember to check our own biases when working with students. Every student deserves the opportunity to receive a first class educational experience.

I served as a Math teacher for fourteen years. One thing that has always been an issue is the Math curriculum. There are several standards to cover while also trying to stick with a pacing guide. This is a struggle across the country.

I have always said that the Math curriculum was a mile wide and an inch deep. There’s a lot that teachers are expected to teach, but not a lot of time to really dig deeper into the content. How could Math instruction be different if we were to seriously take a look at the standards that needed to be taught in more detail and those that are not as essential.

The work begins by first deciding what students absolutely need to know for their grade level. Are there certain standards that are easier to teach than others? Another thing to consider is the blueprint for state assessments. Traditionally, what standards are most used on state assessments and what standards support student learning for them?

Next, work needs to be done looking at the curriculum and the pacing guide. How much time needs to be dedicated to those standards that are more difficult and assessed often? This would take a committee of people dedicated to truly making the curriculum better.

The ultimate goal is to make Math curriculums better for teachers and students. Both teachers and students need more time to get into some standards. Just think of the learning and creativity that could take place if teachers were given the time to really teach a concept with depth and complexity.

We could begin to see student achievement increase and also teacher efficacy increase. When students are confident in their knowledge it could lead into them being successful and more willing to take risks in their learning of other topics. Taking time to make improvements could change Math instruction for the better.

School choice is a hot topic right now. I have some very strong opinions that I will not share in this space. The idea of public education is to help produce a future of productive and innovative people that will help push our society forward. Can we honestly say this is happening right now?

We all know that as students get older, school is no longer as fun for them as it was in lower grades. The work is harder and a lot of times not as engaging as it should be. Does it have to be this way? My short answer is no. What happens as students matriculate?

I feel that the harder the work gets, the less creativity is used to engage our students. Their creativity is stifled by a need to get through the curriculum. Think about your classroom or your campus, do students and teachers behave as though they are genuinely happy to be there?

There are so many things that are on teachers’ plates right now that they are sometimes overwhelmed. What if they were given the latitude to create and explore the curriculum? What effect would that have on our students? How would this approach improve our schools?

Think about your present campus or classroom, would you want your child to be a student in your classroom or school? Some people would say yes, while others may be on the fence. If you are not sure, what are some things that would need to change for you to say yes?

Schools should be a place where students feel safe. The work that students complete should be both challenging and engaging. Their teachers should have lessons and activities prepared to immerse students in learning. Administrators should be supporting the efforts of the teachers and engaging with parents.

Every day is an opportunity to do what’s right for kids. Yes, there are things that have to be done, but as educators you have the choice as to how the work can be accomplished. Teaching is an art form. What will you do with the canvas that is presented?

Yes, student behavior can be a challenge. Unfortunately, we can’t pick and choose who we are going to educate. It’s up to us to try to find ways to engage all students.

As with anything, there are pockets of excellence. There are some teachers whose classrooms you would love for your student to be in. How can we expand this work throughout an entire campus, school district, or state? I believe that teachers can do this if supported and encouraged. Will you challenge yourself to be the change?

In my eighteen years in education I’ve served in three school districts and on five different campuses. The communities that are served by these campuses is pretty diverse. There are some observations that I have made during my time that bother me to my core. Some of these issues are perpetuating the disparities that already exist in educational settings.

As an educator, the physical location of your school makes a difference. If you are in a more affluent suburb, you have a vastly different experience than if you were in a setting where the housing and surrounding community is not the best. You may say that these things have nothing to do with the students that you serve or other staff in the building. I encourage you to pay close attention.

There have been studies that show student performance can vary up to 30% based on socioeconomic status. This same information is also backed by school districts and the money spent on recruiting high quality candidates. Often teachers in high performing districts have more experience than teachers that are in lower performing districts.

Let’s start with Tier 1 instruction. No matter the background of a student, we know that quality Tier 1 instruction is needed to help students grow. Too often in underperforming environments, students are not introduced properly to grade level content. We hear the argument that the students are not ready or they don’t have the background knowledge to be successful with grade level content.

My thoughts on this is that if a stirs not introduced to grade level content, then how do we ever expect them to learn? This is not an issue in most districts. Why is there an assumption that some students can’t learn?

Parent communication is another sore spot. Why are teachers afraid to communicate with the parents of students who are underperforming? Every parent has a right to know what’s going on with their student at school. If a student is struggling, teachers should want to partner with parents for the benefit of the student.

The school district that a student is enrolled in should not make or break their educational experience. We as educators have to do our best to make sure students receive the very best education. There are some factors that are out of our control, but that does not excuse anyone from giving their best effort to educate our children.

Of course there are exceptions to every situation. Not every teacher in high achieving schools is a solid teacher and not every teacher in an underperforming school needs help with their skill set. What absolutely needs to happen is for educators to see their students for who they are and help them to become the people they can be.

Have you ever noticed that when you see something that you like you begin to see that exact item in several different places? If you were looking at a pair of shoes, suddenly you begin to see several people wearing the pair of shoes that you like? Or it could be that new car that caught your eye. Now you see that particular car everywhere.

The same principle is true in our daily lives. If you have an issue in your life, whatever it is tends to be at the forefront of your mind. Yes, it probably is a big issue, but our continuous thoughts about the issue make it bigger than it needs to be. In the same token, when something good happens, your mind will focus on more good things occurring in your life.

What we focus on grows. This concept is especially true in our schools. How do we determine what to focus on and how can we measure the impact of our efforts?

Every school year, principals have to decide what areas of focus will be important for their campus. This is determined by several different factors. The biggest factor is usually student achievement.

Student achievement should be at the core of our work everyday. How are we helping students? What strategies are teachers using to support learning? Do students know what’s expected of them?

School administrators are also part of the student achievement aspect. How are administrators supporting student learning? Is class time protected? Do teachers have the resources they need? Are teachers provided professional learning opportunities to improve their craft?

Your school culture tells everyone what is important. Do your teachers feel valued on your campus? Do students feel that they have a voice? What is the general feel when you are walking the hallways of your campus? What are the interactions like between staff and students?

Every campus is different and has its own culture. We often tend to focus on the things that are not going well instead of celebrating what is going well. I am by no means saying that we have to be toxically positive. I guarantee that if we look at things through a different lens we could create a better educational experience for students and as a byproduct teachers would have a better outlook on their work.

As humans we all have those days when we just don’t want to do anything. You know those mornings when you oversleep, you can’t find the outfit you want to wear, and you run into traffic on the way to work. We all have these moments, and that’s okay. The important thing for educators to remember is that in spite of things not going your way sometimes, your presence is so important to your students.

I know it’s hard but as educators, when we step foot on campus we have to remember why we are there. We have to push our personal issues to the side and focus on the task at hand, educating our students. It’s not easy but it’s necessary.

Everyday that a student is in a classroom is a day for educators to help propel them to who they can become. Each element in your classroom works together to form the educational experience of your students. It all begins with teacher preparation.

Lesson planning is essential for your success. You must have a clear direction on where you’re going, experiences for your students, and a desired outcome. Even if things don’t go according to schedule, you will still have a way to track where you are and what still needs to be done.

Are your classroom procedures and expectations clear to your students? Do students know what is expected of them when they enter your classroom? If they were absent, do they know where to look or what to do to find needed information? Do students know what is expected of them behaviorally?

The way you greet students as they come into your classroom helps set the tone for learning. Are you genuinely excited to see your students? Are you able to gauge when something is off with one of your students?

How are your relationships with your students? Ideally you are able to engage in conversations with students about their life away from school. What are they interested in? What struggles do they have at home? Having a good relationship with your students helps you to be able to deliver instruction and also helps with your classroom management.

This is not an exhaustive list, but rather a few things to ponder. We as educators make can make a positive or negative impact on the lives of our students. I would hope that teachers would want to make a positive impact. If not, that’s a completely different conversation.

In my work now as an administrator, I have a completely different outlook on the inner workings of a school. I do the best that I can to bring a positive attitude and outlook everyday. I am intentional with every interaction with students, staff, and parents. I strive to be a resource for teachers.

If there is a resource that teachers need, I try to find it. If there is a tweak that a teacher can make to be more effective, I share my thoughts with them. Everyday, every conversation, every interaction, is an opportunity to improve someone’s educational experience. I do not take any of it for granted.

We as human beings have a natural tendency to doubt ourselves sometimes. This is especially true when it comes to new situations. When you are not confident in what you are doing or afraid to make a mistake, you cannot be as effective as you should be.

Current administrators, if you have been selected to be in a leadership position someone believed in your ability to do the job. It’s up to you to make the most of your opportunity. Here are a few things that I’ve learned that could be beneficial.

Ask questions; it’s impossible to know and remember everything. If you don’t know something or you cannot find the answer on your own ask for help. It takes time to learn new systems and protocols.

Find a mentor; this will help speed up your learning curve. Whether it’s your Principal or a fellow Assistant Principal, find someone that you can learn from that will actually help you and not judge you. You could also find a mentor through social media. If there is someone that you admire, do not be afraid to start a dialogue.

Get to know your school community. Building relationships is of the utmost importance for an administrator. Casual conversations with staff, students, and parents will help you immensely. This is also how you build trust.

Learn as much as you can about school operations. Familiarize yourself with the master schedule. Another thing that some people don’t pay much attention to is the school budget. Learning about the budget and how it works will be beneficial in your administrative career.

Honor your word; if you say you’re going to do something please follow through. This simple act helps to build staff members trust and confidence in you. Keeping your word is also beneficial in your relationship with students and parents.

You have to trust your instincts. The things that made you a successful teacher will also help you as an administrator. Be curious, keep learning, be confident, and know when to ask for help.

There are a few misconceptions that some people have about being a campus administrator. Some think that they will have it easier because they won’t be in a classroom anymore. Some think that it’s glamorous because of their title. Still others think that they’ll be able to tell other people what to do and they will listen.

I’m here to tell you that there is so much more to being an Assistant Principal. Most of the things you have to do you won’t fully understand until you begin to do the job. Your resolve will be continuously stretched.

As an Assistant Principal, you are the workhorse in the building. There are things that will be asked of you several times throughout the day. Teachers will request things, other staff members will require your help, students will need assistance, and parents will have questions to be answered.

You have to be mentally sharp. Daily, you will make hundreds of decisions. There are also meetings that you will be required to attend. Keeping an accurate calendar is of the utmost importance.

Being visible is extremely important. Your presence helps set the tone for the academic day. Greeting students and staff as they arrive, quick hallway conversations, being in the cafeteria for duty, and of course dismissal to see students off safely.

Among other duties, you need to also have an instructional presence. Frequent visits to classrooms helps you to know what is happening. This gives you insight into how students are learning and allows you to give feedback to teachers to help their instruction. You will also need to attend grade level team meetings and PLC’s.

As an Assistant Principal you are important part of what has to happen everyday for students and staff to be successful. You have to remember that your role is to assist your campus Principal. You are there to carry out his or her vision for the campus.

I could go on and on about being an Assistant Principal. The work can be hard but it is also very rewarding. You will seldom be thanked for all that you do and when you are accept it and do not deflect.

I love what I do! My days are sometimes long, but it’s worth it. I take very seriously the impact that my presence, body language, and words have on my school community. I aim to help everyone have the best experience possible on our campus.

A few years ago during an MTSS meeting after school at my former campus, the Assistant Principal made a comment that has stuck with me. She made a comment about minorities having expensive vehicles but living in apartments and mobile homes. I had heard statements like this before, but the older I get the more statements like this bother me.

I was especially bothered by the fact that a room full of educators would agree with such a statement. This type of thinking belittled the parents of students that we served. It was also a reminder that some educators think that the way they have lived is how everyone else has.

In this instance, there was an assumption that home ownership is accessible for everyone. The fact is that while some members of our society are able to get the money to buy a home from their parents or other family members, most minorities are not so fortunate. When you factor in other systemic issue of society, things get really difficult.

This situation was a reminder that all of us carry with us certain biases based on how we were raised and our environment. As we serve students we need to check our biases at the door. Our students come to us from various backgrounds, economic situations, and belief systems. It is our job to see them for who they are and to help them become successful and contributing members of society.

As educators we have to always be cognizant of the way that we treat students. Taking time to talk with students gives us insight into their lives. This knowledge helps us when we are delivering content in our classrooms. Our relationships with students can make or break their futures.