3334 Chapters
Medium 9781943874255

1 Leading Learning Planning

Rebecca L. Stinson Solution Tree Press ePub

Four steps to achievement: Plan purposefully. Prepare prayerfully. Proceed positively. Pursue persistently.

—William Arthur Ward

I remember a time when purposeful planning’s importance was very clear: I was observing a first-grade teacher who was introducing students to the week’s new sight words. Most students did not know the words, but five did. They recognized them from the pretest. When I saw this, I asked myself what those five students were learning. How many minutes of daily instruction did the teacher dedicate to words or work they already knew? Wouldn’t they (and the remaining students) benefit more if the teacher had planned differentiated instruction before the day began?

Because systems thinking leaders help guide teachers, purposeful planning is one of the most important aspects of the role. Unstoppable Learning (Fisher & Frey, 2015) recommends that leaders begin a planning process by considering these driving questions:

•Do the teachers know their students?

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Medium 9781936763191

CHAPTER 6: Igniting Next-Level Collaboration

Casey Reason Solution Tree Press ePub


Igniting Next-Level Collaboration

For all the talk in the last fifteen years about the development of professional learning communities and the merits of collaboration, precious little time has been devoted to defining the leadership strategies that make connection and collaboration in schools possible. Due to increased levels of diversity, collaboration will continue to become even more important while simultaneously growing more difficult and complex. The demographic data clearly show that each year our schools are becoming more diverse in terms of culture and language (U.S. Census Bureau, 2012). While this will provide us with enormous opportunities for growth and creativity, it will challenge some of our assumptions about collaboration.

Furthermore, the infusion of accelerated demands on schools with the introduction of a far greater number of options in terms of delivery and support—thanks to technology—will cause schools to be both less homogeneous and harder to manage while simultaneously needing more connection, collaboration, and cooperation than ever before. Thus, the purpose of this chapter is to take advantage of the new knowledge in brain research and adult learning theory to form leadership strategies that will help leaders create a highly collaborative and more thoughtfully connected school.

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Medium 9781943874071

Chapter 1: Assessment and the Whole Person

White, Katie Solution Tree Press ePub



Assessment and the Whole Person

In my first year as principal in a brand-new community, I spent the summer before school trying to figure out how to be an administrator. I thought about all the practicalities: the school discipline process; how I would communicate with staff; what kind of school-home relationships I would engage in; and how I would manage playground supervision and assemblies. The list was endless. I interviewed teachers and surveyed the students to determine where they felt they needed support. I did all the homework I could think of until I felt like I was drowning in details and plans. In spite of all this preplanning, I still felt I was missing a focus on the most important things—students and learning. In short, I was preparing myself to be a great manager but I was missing the leadership part. It took an event in my personal life involving my daughter to clarify what I was missing—a mission and a vision. I needed to step back from the details and look at the bigger picture.

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Medium 9781935249306

Chapter 8: Rhetoric Memory

Katie Rogers Marzano Research ePub


Rhetoric Memory

For middle school and high school students

In Rhetoric Memory, which is based on the classic game Memory, students identify two expressions of the same concept (which have different connotations) and match them together. The student with the most matched pairs at the end of the game wins. Here’s the catch: in order to keep a match, a student must explain the connotations of both expressions.


To play, middle school students must understand the terms connotation and denotation and be able to identify various connotations of words with similar definitions. Additionally, high school students must understand how to evaluate persuasive rhetoric.

Create a set of cards for each group of students. Cards must be printed as double-sided copies and then cut apart. When created properly, one side of the card will show a term with a connotative meaning and the other side will show the definition for the term. To illustrate, figure 8.1 (page 162) shows the front and back sides of a matching pair.

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Medium 9781945349058

Chapter 3

Peery, Angela B. Solution Tree Press PDF

Robust Roots


ou may remember at some point in your own K–12 education completing a unit of study on Greek or Latin roots. My eighth-grade year was the year that my

English teacher engaged us in what she called minicourses, most of which consisted of a slew of independent work that had to be completed and then bound into some kind of binder for her inspection. I vaguely remember the minicourses on journalism and word study being my favorites. Learning about roots, word families, and affixes in the word study minicourse was a joy for me. However, years later, when I tried to generate similar joy in my classroom, I failed miserably. Why did my students not find roots as mesmerizing as I did? That question I may never be able to answer, but I do know that the student who has knowledge of frequently used roots is the student who has a useful tool in his or her toolkit.

The study of roots is definitely worth spending time on and can support our students in preparing for future academic study. This is not just teacher lore; many studies attest to word analysis as a practice that increases both students’ vocabulary and their general knowledge of language (Graves,

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