Mentoring Matters for Middle Level and Secondary Principals: November 2016
Leadership-life Fit: 3 Simple Remedies for a Stressed-out Mind
When you’re caught up in the “busyness” of life, try these three practices to help you de-stress and be present.
or see summary below!
Full text available here.
Leadership 101: The 10 Pitfalls of Successful School Leadership
As you close out these first three months of school, take a moment to view your leadership from the balcony. Are you steering clear of those things that can undermine your success? A former Florida principal of the year, Dr. Allan Bonilla shares insights gained from his many years of experience (Corwin Connect).
Read the full article.
Leading Learning— Strategies for Managing Change
You have probably noticed that your staff respond differently to new initiatives and transformative change. McREL CEO, Bryan Goodwin, discusses how by deepening our understanding of thinking preferences and knowing those of our staff, we can more readily prepare for and implement complex change.
Whether you choose the DISC profile (or a similar, yet free version here), the Gallup strengths finder, or some other thinking preferences assessment (DIRT profile), knowing the thinking preferences of your staff can help you to differentiate your leadership to support more effectively those who perceive and experience change differently from you.
Goodwin connects four thinking preferences (thinkers/doers/energizers/connectors) to four leadership behaviors that tend to suffer when schools undergo complex change (input/order/communication/culture).
1.Analytical, logical thinkers need to…
2.Sequential, action-oriented doers need to…
3.Imaginative, big-picture energizers need to…
4.Interpersonal, social-oriented connectors need to…
Goodwin notes that leaders need to address all thinking preferences when leading change. He suggests focusing on William Bridges four Ps for managing change:
Purpose: Why are we doing this? What problem are we solving? What are we trying to accomplish? People often need to understand the logic of a change before they can change.
Picture: What is the end game? How is it going to work? What is changing and what isn’t? People often need to imagine what the change will look like before they can give their hearts to it.
Plan: What is the road map for getting to where we need to go? What is going to happen over the next X months? What happens first, second, third? People need a clear idea of how they are going to get to where they need to go.
Part: What is my role? How will I be involved? Do I have an opportunity for input into the plan? When will I be trained? People need a tangible way to contribute.
Delve more deeply by reading the full article.
Leading Learning—Supporting Social and Emotional Learning
Do your students respond appropriately in emotionally charged situations? Do they know how to self-regulate? Are your students empathetic and do they understand how to make responsible decisions? These social and emotional skills form the foundation of effective citizenship. How do we promote social and emotional development in our schools? Find out more from this recent article in Principal.
In order to be successful, students need a safe, supportive, and positive learning environment. They need to master academic standards and expectations as well as learn to navigate social and emotional expectations for behavior. The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social and emotional learning (SEL) as “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”
Why SEL? Programs targeting SEL have produced improvements in standardized tests by an average of 11 percentile points for those students who received the programming compared with those who did not. Furthermore, SEL fosters skills sought by employers: grit, problem-solving, communication, and teamwork.
These 5 behavioral competencies identified by CASEL form the foundation of SEL:
Classroom Practices that Promote SEL:
School Practices that Promote SEL:
A variety of curricula are available to support the implementation of SEL. CASEL reviews a wide range of such resources.
Read the full article.
These lists are intended as a guide—we encourage you to process in your mentor-mentee team to identify other items that may need your attention!