• A Message of Thanks

    by David Morrill | Nov 23, 2022

    Focusing on gratitude and thankfulness is always a great strategy for self-care and great leadership. And it's even more appropriate this month, which also happens to be National Native American Heritage Month. From all of us here at AWSP, AWSL, Cispus, and Outdoor Schools Washington, we can't tell you how grateful and thankful we are for each and every one of you. You make the magic happen for students and adults in your school, and we're thankful for that.
  • UW Presidential Scholars Nomination/Opportunity

    by David Morrill | Nov 22, 2022

    image of a document and a UW cup


    A message from Dr. Phillip Ballinger re: UW Presidential Scholars Nomination/Opportunity:

    Dear Colleague,

    Some of our young people in Washington amaze us by their commitment and work to serve others and their communities. Sometimes these students do not show up on high school 'radars' that traditionally focus on the highest competitive academics, athletic achievement, or relative social popularity. And yet, some of our most promising young people are quietly doing astonishing things to help others and their communities. We want to identify and recognize these vital future community builders and leaders in Washington!

    Four years ago, former Alaska Airlines CEO Bill Ayer and his wife Pamela endowed an initiative and scholarship at the University of Washington to support finding these often-unheralded young people and keep them in Washington State. I am now looking across Washington for students who already demonstrate striking, self-initiated, and persistent engagement and leadership within their communities to address needs they have encountered or experienced. This program -- with its associated major four-year scholarship -- is called 'the Presidential Scholars Initiative' at the University of Washington. In short, we would bring these students to the UW on a near full-tuition scholarship as well as mentor them in developing their leadership potential.

    I am identifying these students 'organically' by communicating with leaders around the state -- mayors of our towns and cities, directors of not-for-profit organizations, superintendents and principals of school districts and schools, religious leaders, and service-oriented organizations (Rotary Clubs, etc.). We do not use an application process to select the Scholars -- in fact, future Presidential Scholars will have no clue that we know about them and their marvelous work and accomplishments in their communities. This recognition and scholarship will come to them as a total surprise and through public recognition. We will tell their stories and emphasize the values they exemplify -- values that are of great importance to our society and to the University.

    So far, our Presidential Scholars have come from the following communities: Bellevue, Connell, East Wenatchee, Ephrata, Fife, Goldendale, Kenmore, Kent, Kirkland, Lake Stevens, Medical Lake, Mount Vernon, North Bend, Oak Harbor, Olympia, Quilcene, Redmond, Seattle, Selah, Spokane, Tacoma, Toppenish, Tukwila, Vancouver, Wapato, and Yakima.

    Here's some information about the Presidential Scholars Initiative and some of its students.

    What can you do to support this initiative and its students? First, help identify such students. You can find information-sharing links here:

    To share the name of an outstanding student with us, please use this link.

    To share the name and any supportive documents with us (optional), please use this link (requires a Google sign-in).

    Typically, recommended students are high school seniors, residents of Washington, and applicants for admission to the University of Washington.  Information about students should be shared as soon as possible but not later than January 15th.

    Second, please share my message to you with those in your community who may have an interest in this initiative.

    I invite you to e-mail me, or to meet with me via Zoom or by phone to discuss the Presidential Scholars Initiative and students in your community. Let's identify, celebrate, and develop these astonishing community-focused young people in our midst.

  • Special Education and 504 Tips & Resources | Nov. 18, 2022

    by David Morrill | Nov 18, 2022

     

    image of inclusion cutout people

    The content from this post comes from Dr. Whitehead's weekly email.


    These emails are sent out weekly to leaders in special education and Section 504. Each email contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice, as this is out of my realm. The opinions contained herein are my own.

    Check out our SLP conference call for presenters below. Please feel free to pass this on to anyone interested. Please feel free to reach out if you have ideas on topics and resources. This week’s emails include links to information on:

    Everyone:
    5 Tips for Teacher Collaboration when Students Struggle

    504:
    9 Reasons a Student Might Refuse an Accommodation

    Special Education & 504 Case Law:
    Child find and both procedural and substantive dimensions of FAPE. New for November: the second court decision has a piece about bullying.

    Special Education:
    Technical Assistance #5 Revised
    OSERS Letter

    OSPI:
    Request to Fully Fund Special Education
    Restraint and Isolation Gathering
    Safety Net
    November Update


    Upcoming Classes and Events

  • PART II: Can We Rethink "Improving Instruction"?

    by Caroline Brumfield | Nov 14, 2022

    Part 2 of Improving Instruction Blog


    Did I get your attention with my last blog, “Let’s Rethink Improving Instruction?” I hope so. It has conjured up a wide array of emotions, but most importantly, it stirred long-overdue discussions about a system that needs to be addressed. What system? The working conditions of our principals and assistant principals.

    For starters, let me be clear. I believe in the power of improving instruction. I believe our system improved 12 years ago with the statewide implementation of TPEP. I believe teachers and principals have journeyed through powerful conversations to improve student outcomes. I believe that leaders across the state have worked diligently to create systems to support improving instruction and cycles of feedback. 

    I also believe that our principals and assistant principals assigned to the teacher evaluation process believe wholeheartedly in the power of being in the classroom and engaging in an ongoing relationship of two-way professional growth. I believe our members would love to be able to engage more in such relationships and conversations.

    The point I was trying to make in my previous blog was not to minimize the decade-plus of work by leaders throughout the state who’ve developed and nurtured TPEP systems. It was not to say classroom observations and clinical supervision don’t work. It was not to say that principals don’t want to be in classrooms; it was simply to say that they often can't under their current contexts, expectations, and working conditions. 

    Why can’t they? Because during the last fifteen years of adding more to their “Instructional Leadership” plates, we’ve done nothing to reduce the expectations on their “Management” plates. The workload, expectations, and working conditions have grown to be exponentially unrealistic, untenable, and frankly, driving great leaders out of the profession. That was my point, that is my fear, and that is our reality.

    Something has to change in what we expect of our leaders, how we support our leaders, or perhaps, how we even define our leaders. Under the current circumstances in our schools, is it fair or realistic to expect our leaders to both “manage the building” and “lead instructional improvements?” Is it time for us to reconsider those expectations? Is it time to consider preparing different tracks for future school leaders? Is it time for us to consider new roles in school leadership? Is it time for us to rethink how we improve learning?

    We can’t sit back and do nothing. The point of my blog was to raise awareness of the elephant in the room. Twelve years ago, there was no Snapchat or TikTok, Instagram had just started, and Facebook and Twitter were much more about social networking than what’s become social media today. Twelve years ago, vaping wasn’t as rampant and widespread as it is today. Twelve years ago, there were fewer unfunded mandates, and school principals didn’t feel the realities of their job 24/7 like many do today. If we want principals and assistant principals to be the “Instructional Leaders” as originally designed, then we must address the laundry list of barriers that prevent their ability to consistently and meaningfully get into classrooms. We must address their working conditions.

    I’m hoping we can all come together to think differently about what we expect of our school leaders. Let’s stop pretending they can do it all and instead focus on improving their working conditions and expectations so they can be the best for their students, schools, and communities. We have incredibly intelligent school leaders across the entire system, so let’s come together to rethink how we, as a system, are improving learning.

    Want some ideas?

    • Reduce the number of “direct reports” required of principals (the number of people they are required to evaluate).

    • Increase the prototypical funding model generating more administrators.

    • Promote creative options for Focused Evaluations.

    • Work with Higher Education to create two tracks for school leadership: Principal as Instructional Leader and Principal as Organizational Leader.

    • Work with the WEA to pilot some Peer to Peer professional growth models.

    • Reduce the amount of state and district reporting/administrative duties required of principals.

    • Increase protections, improve due process rights, and provide authority for principals to address poor instruction.

    • Create a workgroup of principals from around the state to address state and district student discipline policies.

    • Other ideas?

     

  • SEBB Open Enrollment for School Employees

    by Caroline Brumfield | Nov 14, 2022

    SEBB Open Enrollment


    It’s open enrollment time for school employees through the School Employees Benefits Board (SEBB). Open enrollment takes place from October 31 through November 21, 2022. Enrollments, changes, and premiums are effective January 1, 2023. 

    This is your chance to change your medical, dental, or vision plans. All of the information you need can be found on the Health Care Authority website. 

    Open enrollment is your chance to:

    • Change your medical, dental, or vision plans.

    • Add or remove a dependent.
      Note: If you enroll a dependent, you must provide proof of your dependent's eligibility with your enrollment form before we can enroll them. Check the list of acceptable documents.

    • Reattest to the spouse or state-registered domestic partner coverage premium surcharge.

    • Enroll in a Medical Flexible Spending Arrangement (FSA), Limited Purpose FSA, and the Dependent Care Assistance Program (DCAP). You must enroll again in these benefits every year you want to participate.

    • Waive your enrollment (employees only) in medical coverage, if you have other employer-based group medical coverage, a TRICARE plan, or Medicare. Note: You may waive enrollment in SEBB medical to enroll in PEBB medical only if you are also enrolled in PEBB dental. By doing so, you also waive enrollment in SEBB dental and vision.

    • Enroll in medical coverage, if you previously waived SEBB medical for other employer-based group medical, a TRICARE plan, or Medicare. (Employees only)

    Not making changes for 2023?

    If you have questions about open enrollment, please contact your school district payroll or benefits office.

  • The Dream of Buying Lunch in the Cafeteria

    by David Morrill | Nov 14, 2022

    School Lunch


    Belongingness is a big deal for every individual. When people feel like they belong to a place or group, they express, share, contribute, and give their best.  Students are not exempt from this.  Students can give their best when they feel they belong to their school, classroom, playground, sports team, band, cheerleaders club, music, or other clubs or groups. That means the first and most important step that we must take is to create an environment of belongingness for ALL students in all spaces of our schools.

    The cafeteria is a favorite place for students, and most students dream of buying lunch. It is a place where they interact with their peers, socialize, and reset physically and mentally for the second half of the school. The food they eat in the cafeteria significantly affects how they learn in the afternoon. Many students don’t always enjoy the food provided in school cafeterias, and a good quantity ends up in the waste bins.    

    One of the reasons why students do not like the food provided in the cafeteria is because it doesn’t reflect their cultural practices. Students from different ethnicities eat foods they have been eating since childhood. The food offered in school cafeterias is predominantly American and is not everyone’s preferred option. Without many choices, students adapt and buy the food if they want to eat or bring lunch from home. Students who bring lunch every day are subject to teasing by peers. That is why some students do not open boxes and eat their food during lunch. This is a big inequity issue.

    Students have restrictions on many things, such as vegan, vegetarian, gluten-free, dairy-free, kosher, Jain, etc. By not providing options to buy meals that meet the dietary needs of all students, cafeterias are excluding students. By not providing culturally responsive meals to students who have restrictions due to religious and cultural reasons, cafeterias are excluding students. Additionally, some students will finish their elementary education with an “unfulfilled dream of buying lunch in the cafeteria.” 

    Teachers use Universal Design Learning Strategies in the classrooms to create an opportunity to learn according to their learning styles; it is important that cafeterias provide meal options to students based on their dietary needs due to health and religious and cultural reasons. This helps to create a belongingness environment for ALL students in cafeterias, another learning space for students, teachers, and adults. 

  • What Does a "Sense of Belonging” Really Mean?

    by Caroline Brumfield | Nov 07, 2022

    Sense of Belonging at Sunnyside Elementary

     

    In my third year as the principal at Sunnyside Elementary in the Marysville School District, my goals for my students are to have a voice and to feel a sense of belonging and connection to their school. With those goals in mind, I initiated a student council, that would be voted by and would represent our student body, which consists of 480 Kindergarten -5th-grade students. During the voting process, for grades 2nd-5th, a google doc along with a Flip Grid video was created for students to vote. For the Kindergarten and 1stgrade students, a paper ballot was created. While tallying the votes from the kindergarteners (appropriately circled in the crayon), I encountered a “WOW” moment. I realized as I was looking at the student pictures, the span of students with some marginalized diversity. Of the 25 fifth-grade students who took a risk in running for the student council, 2 of them are labeled Multi-Lingual Learners, 3 of them have the label of Special Education, 7 of them have received support through our Language Assistance Program, 11 of them are students of color, and 13 of them identify as girls.                                                    

    As a principal, I realized that somewhere within the work of focusing on equity, learning gaps, social-emotional learning, and everyday life as a fifth grader, post-Covid, these students somehow found their voice and a sense of belonging.  These students, for many reasons, have been excluded as a result of their diversity, but somehow, someway, they found a way to not only belong but to have a voice and the strength within themselves to take a risk to make a change. I am so proud of them!  

  • Special Education and 504 Tips & Resources | Nov. 4, 2022

    by Caroline Brumfield | Nov 07, 2022

     

    image of inclusion cutout people

    The content from this post comes from Dr. Whitehead's weekly email.


    These emails are sent out weekly to leaders in special education and Section 504. Each email contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice, as this is out of my realm. The opinions contained herein are my own.

    Check out our SLP conference call for presenters below. Please feel free to pass this on to anyone interested. Please feel free to reach out if you have ideas on topics and resources. This week’s emails include links to information on:

    Everyone:

    The Paraeducator’s Role

    504:

    Accommodations

    Special Education & 504 Case Law:

    Child find and both procedural and substantive dimensions of FAPE—New for November- the second court decision has a piece about bullying. 

    Special Education:

    The IEP Team

    Memorandum from Feds: Special Education Teacher Requirements (this will be impactful)

    OSPI:

    Life Skills Grant form package 761

    Special Education Updates


    Upcoming Classes and Events

  • Honoring Native American Heritage Month

    by Caroline Brumfield | Nov 03, 2022

    Native American Heritage Month blog graphic

     

    November is National Native American Heritage Month. From all of us at AWSP, Cispus, AWSL, and Outdoor Schools Washington, we thank you for sharing your stories and allowing us to embrace your culture. 

    Our AWSP/Foundation office is in Olympia on the territories of the Stl’pulmsh (Cowlitz), Nisqually, and Squaxin tribes. The recognized treaty is the Medicine Creek Treaty of 1854. The language spoken is Twulshootsee (Lushootseed), Nisqually, and Coast Salish.

    AWSP and its members proudly oversee the outdoor Cispus Learning Center located in Randle, WA, on the lands of the Confederated Tribes of the Siletz Indians, Qw­­ῡlh-hwai-pῡm (Klickitat), and Stl’pulmsh (Cowlitz). The Cession 458 Treaty recognizes this location. 

    We, as an organization, have been honored to serve and learn from our tribal partners throughout Washington state. With principals in every school, we work to engage in every community of tribes across Washington. Honoring their culture and history, we have more work to do and welcome shared opportunities.

    Every year over the last decade, I’ve been invited to share in the annual Huckleberry events of the Nisqually and Puyallup tribes. They come to Cispus, allowing us to host their week-long traditions and include our team in the festivities. The biggest thing I’ve learned with my co-workers is that taking time to listen to stories, share those stories with others, and give honor is essential. These acts are our way of reconciliation; for too long, tribes held close to their history for fear of its acceptance and fear of the effort to erase it from others. To reverse that mindset and share about their past is difficult and uncomfortable but necessary. Hanford Mccloud from Nisqually told me that a new guard within the tribes is coming across Washington. It is time for everyone to embrace together their story, and their language, before it is lost.

    Curious about the Native lands of Washington? The Native Land app helps map indigenous territories, treaties, and languages across the globe. Check it out!

    A Cedar Tree in the Forest

     
    Photo by Chase Buffington.

    This photo shows the Gifford Pinchot National Forest, Cispus Center, and Nisqually Tribe working to collect old-growth cedar for ceremonial carvings, creating canoes, paddles, and baskets. These classes occur for youth during the annual huckleberry camp at the Cispus Center.

    Pictured from left: Wayne Lloyd, Nisqually Building Director; Hanford Mccloud, Nisqually 6thCouncil Member; Keith Brent, Nisqually Senior Project Manager; and Nikia Hernandez, GPNF - Forest Ranger. 

  • OSPI School Safety Tips for November 2022

    by David Morrill | Nov 01, 2022

    Safety blog


    It’s November. It’s dark and rainy. Elections are coming up. Daylight Savings Time is ending. Veterans’ Day is approaching. Thanksgiving is right around the corner. Let’s go there now.

    • For having and maintaining comprehensive safety plans – Salamat po!
    • For addressing bullying and harassment – Merci!
    • For practicing monthly drills – Arigato!
    • For coordinating with your 1st responders – Danke!
    • For participating in the Great ShakeOut –  Dhanyavaad!
    • For making sure you have a hazmat-free environment – Toda!
    • For all your behavioral health work – Cam on!
    • For addressing cyber-safety – Gracias!
    • For school bus safety – Mahalo!
    • For your Threat Assessment teams – Grazie!
    • For keeping weapons out of your schools – Spasibo!
    • For increased gang activity awareness – Ah’hee’
    • For planning for intruders and potential shooters – Asante!
    • For keeping your families in the communications loop – Go raibh maith agat!

    For everything else you do to keep your students safe, a world of thanks!

    Thank you very much.

  • One Day in the Life of a Principal

    by Caroline Brumfield | Oct 31, 2022

     

    drawn image of an alarm clock and pop up desk calendar

    It was Friday, October 7. The sky was smokey, and the temperature warm. It was 10:50 am. Parking was limited, but some spots were available.


    The office was dealing with one student in the health room, one student seated on a chair in the office, a parent seated, and one parent signing a student out.

    The fire inspector was present, requesting assistance with the fire inspection. He asked for someone to accompany him throughout the building for his inspection. This was an unexpected visit, so office staff tried to find a way to accommodate this request.  

    After signing in on the volunteer sheet, receiving a visitor badge, and greeting the office secretary, I turned to go to the first-grade classrooms.  

    As I exited the office, I met the principal. She is someone I know from my time in this district. This is her second year of being a principal at this school. Before this, she was a vice principal for two years, one of those years being impacted by Covid.   

    As I hugged her, I could see the weariness on her face. I asked if she was doing okay. She indicated that on this day, 14 staff were out. The day prior was similar. She did not have enough staff to cover all the classes, so she was teaching classes. She had to cancel the P.E., art, and digital learning classes, and there were no 1-1 paraeducators to cover the students that needed 1-1 coverage. She also said one of her students who required a 1-1 did not have one as no one applied for that particular assignment. The counselor was out, and the school has not been assigned a nurse even though they have two diabetic students and two classrooms of students who need assistance physically.   

    CPS (child protective services) had called to announce that they were bringing the police to investigate a situation in a child’s home, and they would be there within the hour. They, too, need someone from the school to be present at the interview.  

    Lunch was happening soon. As we were preparing for lunch, one student in the classroom across the hall became dysregulated and began screaming and throwing objects. The teacher called for support, but there was no support available to come help. The other teachers came and gathered students to take to lunch while the one student was with their teacher to help them calm down. The teacher was frustrated that no one came for support, yet she did not have the entire picture that the administrator was teaching and there was no counselor that day. There were not enough staff to monitor lunch. As it was smokey outside, recess was inside. This means one paraeducator monitors four classrooms for 20 minutes of recess time. Students are in their classrooms, so the adult acts as a rover between the classrooms. The adult responsible for this was stressed. Monitoring over 80 students for 20 minutes who are in four different classrooms is not only a daunting task, but one could argue, not ideal.  

    All this while the principal was expected to fill out data charts and oversee PLC agendas for a discussion later that afternoon. She was also expected to be accountable for content areas, keep all people safe, and address all issues expeditiously. 

    I would like to say these situations are unusual, however, that is not the case. Every day, principals are asked to cover classes, rearrange specialist times, fill in for recess duty, monitor the lunchroom, address student behavior, respond to parent correspondence, and meet district expectations. Every day, the lack of trained staff to fill positions impacts our schools and ultimately our students.  

    The idea of leading as an instructional leader takes a back seat to the many pressing needs that interrupt this focus.  

    Most principals were teachers. They began this journey in the classroom teaching students and watching as students were ignited in learning. They love kids. They want all students to be successful members of society. They believe each child can learn. So why are students, staff, and schools struggling?  

    Principals need mentors and support as they navigate these circumstances. Many elementary principals are singletons, one administrator in a school of 500 students. They are on their own to address the many needs presented each day.  

    All staff desire to do their best each day. There is no more rewarding job than the privilege of working with our next generation of leaders. Funding support for our administrators, who in turn support our staff and students, is paramount to the future success of public education. 


    Bonnie Mckerney is a retired principal, an AWSP mentor, and currently volunteers in two different elementary schools each week.

  • Special Education and 504 Tips & Resources | Oct. 28, 2022

    by Caroline Brumfield | Oct 28, 2022

     

    image of inclusion cutout people

    The content from this post comes from Dr. Whitehead's weekly email.


    These emails are sent out weekly to leaders in special education and Section 504. Each email contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice, as this is out of my realm. The opinions contained herein are my own.

    Check out our SLP conference call for presenters below. Please feel free to pass this on to anyone interested. Please feel free to reach out if you have ideas on topics and resources. This week’s emails include links to information on:

    Everyone
    Language Access

    504
    Case File 504 overview

    Special Education & 504 Case Law
    Eligibility determination and settlement agreement waivers

    Special Education
    Your guide to avoid progress monitoring missteps
    Memorandum from Feds: Special Education Teacher Requirements – This will be impactful 

    OSPI
    Life Skills Grant form package 761
    Special Education Updates


    Upcoming Classes and Events

  • 8 Most Powerful TED Talks on Disability

    by David Morrill | Oct 24, 2022


    TED spelled out in red letters with the tagline ideas worth spreading below

    Many have heard the quote, “if you aren’t at the table, you are on the menu” from the business community. This month, I have been acutely aware of the people at my table and the lack of diversity they represent. In an attempt at continuing our conversation this month to include ALL voices, I am highlighting the 8 Most Powerful Ted Talks on Disability. 

    Thanks to Mobility 101 for bringing the following thought partners to our table to enrich and enlighten the inclusive conversation. Watch or listen to any of these powerful stories. You will be better for hearing what these speakers have to say and opening your mind to new ways of seeing disability.

    See The List

  • Can We Rethink "Improving Instruction?"

    by David Morrill | Oct 24, 2022

    A photo of empty desks in an elementary school classroom


    Editor's Note: Be sure to read the follow-up blog post for more clarification from Scott.

    Let me just start by saying something super unpopular but true. TPEP is draining principals rather than supporting teachers. There I said it. How do I know? I talk to principals and teachers. 

    Am I saying good teaching isn’t happening? No. There are wonderful and magical things happening in classrooms throughout the state. Schools are filled with hope, positive energy, enthusiasm, and incredible relationships in every region of our state.

    Let me clarify: TPEP, in its current, well-intended form, is not working as originally designed. We are not improving instruction as the system was designed or as we all hoped. As a system, we spent years and millions of dollars on professional development to learn and implement instructional frameworks and examine highly effective classroom instruction. Despite clearly defined frameworks, robust evaluation systems, and high-stakes accountability, have we changed the conditions for school principals (who are supposed to be the “instructional leaders” of the building) to truly engage in ongoing professional growth for each of their teachers? 

    Not even close. In fact, since TPEP was developed and piloted, the demands preventing a school leader from getting into the classroom have only grown in quantity and complexity. Some principals have confessed that getting into the classroom is nearly impossible. A day of planned classroom observations is thrown out the window thanks to a fight, something on social media, an angry parent, an investigation, or more vaping in the bathroom. Yet the duty to “evaluate” teachers remains on top of their list of responsibilities. 

    During the last ten years, the number of unfunded mandates, new initiatives, and policy changes have been countless. The list is daunting, and it lands on the shoulders of our school principals. We’ve nearly made the job impossible with the joint expectations of school management and instructional leadership. I’m not saying principals can’t be both, but they might not survive long enough to do both effectively and without sacrifices.

    Here we sit after so many years of investments into the educational system and find ourselves wondering why we are not seeing huge improvements in student achievement, test scores, teacher satisfaction, principal retention rates, etc. Do we just accept this reality that we’ve bounced right back to a compliance-based approach to teacher evaluation? Is that what’s best for both students and adults? 

    If we continue to expect our principals to be in classrooms and engage in ongoing professional growth conversations, then we better change the systems to support them, their list of responsibilities, or their working conditions. The current model doesn’t work. The unpredictable demands and their students' social-emotional emergencies precede classroom observation. What if we did something different? What if we explored other models? What if we blasted off the box's walls that limit our creative thinking? 

    I was a Spanish major, turned Spanish teacher, assistant principal, and high school principal. In just a few short years, I found myself in charge of leading instructional improvement and teacher evaluation for the Music, Social Studies, and Career and Technical Education Departments. That alone should make us think about changing the system.

    Using the Danielson Framework as my guide, I’d walk into the Advanced Concert Choir to “observe” the Choral Director. He was a master who magically moved 90+ students from one song to another. The class was fast-paced, with corrective but positive feedback, high energy,  and authentic relationships. I always enjoyed my two-ish observations per year. For me, it was a great escape (assuming the radio remained quiet) to see wonderful classroom instruction and hear beautiful music. But what about the Choral Director? What did he get from the transaction? He got an affirmation of a job well done, a similarly written evaluation from the previous year, and another piece of paper for his file.

    That is just one example. A case of one, but it should paint a more global picture of an ineffectively designed system. First, principals are lucky if they can make it to and through an entire observation. Second, principals are fortunate if they can get through two cycles of observations during the year (two days of 180). Third, are all principals really designed to be the best content, context, and instructional experts? And my Choral Director was just one of the 30+ professionals I was responsible for evaluating. Those questions and comments alone should make us rethink how we approach “improving instruction."

    What did my Choral Director need? He probably could have used a peer-to-peer observation and coaching model from another Choral Director from the district or a neighboring district. He could have used a PLC with other music teachers to talk about what is working or not working in the music classroom. He could have used an informal process that shifted the focus from a compliance-based evaluation to a more robust professional growth cycle with his peers. I guarantee I was not what he needed to improve his practice. My best service to him was through managing resources, master scheduling, and sustaining a positive and supportive school-wide culture. 

    I talk to my colleagues across the country. They describe systems where teachers observe teachers, where some teachers are considered the “instructional leaders” with release time to provide peer-to-peer feedback (not evaluation), and where principals only step in to “evaluate” when ineffective instruction exists. The reality is most teachers are dynamite. They need systems where they can push each other to improve. Should the focus be on evaluation, or is it time to consider a different model and approach?

    Here’s what I can tell you for sure — unless we provide relief to our principals, the TPEP outcomes will remain the same or worse. I can also tell you I’m thankful I was never in charge of the Math Department.

  • School Celebration Newsletter | November 2022 Edition

    by David Morrill | Oct 24, 2022


    Celebrations

    NOVEMBER IS THE MONTH OF GIVING THANKS 

    As you can probably tell I LOVE to celebrate and show appreciation for people in my life. I believe passionately it is critical to have a heart of gratitude and give thanks. November is the perfect month to spend time thinking of the things or people that make you smile. I will start off by saying thank you for supporting me by reading this newsletter and sending me your pictures or emails about how you are using it. I love hearing from you and you can always drop me a tweet @sholtys. Thank you for what you do for students and staff each and every day. I believe in you!


    picture of a sandwich, a refridgerator, and a mason jar with LED lights

     


    November Days to Celebrate

    November 1 | Celebrates two awesome literacy days. It is not only National Authors’ Day but also National Family Literacy Day. There are so many ways to celebrate today with not only your staff but students and families. Have you thought about doing a bedtime story via Facebook? This might be a great time to try. How about asking staff who their favorite author is and display on a board? Or have staff choose a book from your library with their favorite author and put them on display for the week.

    November 2 | National Stress Awareness Day. It is November and we are all under an intense amount of stress no matter our role in education. If your district has mental health support or assistance for staff this would be a day to remind staff of the resources available for them and their families.

    November 3 | “National Sandwich Day” | Look for great deals on sandwiches at Subway, Costco, and Jimmy Johns along with your community sandwich shop. Bring in a platter of sandwiches for lunch or an afternoon snack. If you are virtual or if money is tight ask everyone to bring a sandwich to lunch today and eat together. The principal can provide some decorations to beautify the staff room (flowers, music).

    November 4 | “National Candy Day” | So many ideas for this one! Have a candy buffet for an afternoon snack. Provide a candy cart for staff to choose from with classroom delivery. Or here are a few of my favorites — purchase Swedish Fish and attach a card, “You’re O’Fish’Ally Amazing.” Rename Reese’s Pieces to “Recess Pieces” for your recess staff. Almond Joy with a note “It’s a JOY to work with you.” 100 Grand, “You are worth so much more.” Look candy bar, “When I look up awesome I see you.” A bowl of Smarties, “These are named after you.”

    November 8 | National STEM/STEAM Day | Celebrate your STEM and STEAM programs today. Share job opportunities, programs, and famous individuals and their contributions to our world.

    November 10 | “National Vanilla Cupcake Day” | How easy is this one? You could also purchase frosted vanilla cupcakes and have a decoration bar available for staff/students to finish the final touches on their creations.

    November 14 | “Pickle Day” | I just have to include this “unique” day as everyone (but me and the cats) in my home LOVE pickles. If you need to send a thank you card today you could buy a small jar of pickles with a note that says, “Thank you for helping me out of a pickle.” I will actually be doing this for a few staff.

    November 15 | “National Clean Out Your Fridge Day” | When was the last time your staff fridge was cleaned out? Use this day to encourage staff to throw out their expired treats.

    November 17 | “National Hiking Day” | Physical Education can come alive for your families today. Have staff, students, or families take pictures today while going on a walk. Combine the pictures into a collage to share on your school’s social media account.

    November 18 | “Mickey Mouse Day” | What can you do today to make your school one of the “Happiest Schools on Earth?” November 18 is also “Apple Cider Day”. It is November and it will probably be rather cold. Could you surprise staff on morning bus duty with some warm apple cider? Just the smell will warm everyone up.

    November 21 is both “National Gingerbread Cookie Day” and “National Stuffing Day”. Swing by the store and pick up some cookies or pick up boxes of Stove Top Stuffing. Include a note that says “I sure am thankful for all the ‘stuff’ you do every day to take care of our students. Happy National Stuffing Day.”

    November 23 | “National Espresso Day” | Create a coffee bar for your staff or bring in a Keurig with all of the winter flavors for staff to use throughout the day. Take a warm beverage out to your staff on bus duty or monitoring recess.

    November 29 | “National Square Dance Day” | Turn lunchtime into a dance party or provide a dance class for either a square or line dance. When was the last time you did the electric slide or some other classic fun dance with students?

    November 30 | “National Mason Jar Day” | Fill mason jars with special treats to provide staff, or one of my favorites, purchase mason jars and solar lids with LED string lights. (Check out Amazon for the set). Put the lights in the jar and hand them out to the staff. This can serve as a reminder of the light they are to others. Be creative and have fun with a simple and heartfelt message.

  • Special Education and 504 Tips & Resources | Oct. 21, 2022

    by David Morrill | Oct 21, 2022

     

    image of inclusion cutout people

    The content from this post comes from Dr. Whitehead's weekly email.


    These emails are sent out weekly to leaders in special education and Section 504. Each email contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice, as this is out of my realm. The opinions contained herein are my own.

    Check out our SLP conference call for presenters below. Please feel free to pass this on to anyone interested. Please feel free to reach out if you have ideas on topics and resources. This week’s emails include links to information on:

    Everyone:
    The hardest parts Mastery Based Learning and how to solve it
    Helping students manage their emotions

    504:
    Accommodation or Modification

    Special Education & 504 Case Law:
    Eligibility determination and settlement agreement waivers

    Special Education:
    Memorandum from Feds: Special Education Teacher Requirements | This will be impactful

    OSPI:
    Special Education Updates


    Upcoming Classes and Events

  • Understanding the Role of the School Counselors

    by David Morrill | Oct 17, 2022


     

    Substitute Senate Bill 5030 passed last year. I know a lot of leaders are asking what this means. How does this impact your leadership? Does this change the role of school counselors? We are here to support you and your CSCP through the process, which is going to take time. It can take up to three to five years to truly change systems, so give yourself grace! AWSP is working with OSPI and Hatching Results to provide resources, videos, and tools to support you and your team through building the best possible partnership between building leaders and ​the school counseling team. In the meantime, check out this primer for understanding the role and working effectively with school counselors.

    Leadership Moves:

    Strong Communication

    • Schedule time to meet and discuss the various aspects of your school counseling plan.
      • Plan monthly update meetings to maintain open communication.
    • Communicate with staffulty the school counselor role.
      • Provide time for School Counselors to share their role with staff.

    Use Data

    • Utilize and explain school data to convey the importance of CSCP goals and interventions.

    Committee Inclusion

    • Have principals join the school counseling advisory council and/or have school counselors join the administrative leadership team to aid in role understanding.

    Professional Development

    • Work together to organize school-wide professional development opportunities that advance social justice competencies ex: trauma-informed education, implicit bias awareness, and ending the school-to-prison pipeline.

    Utilize Use of Time Documents

    Outlining the amount of time spent on various roles and responsibilities will provide data that can prove ineffective use of time due to role misunderstanding, and can help establish the 80/20 model.


    Quick reads to help leaders understand the School Counselor role:

  • Special Education and 504 Tips & Resources | Oct. 14, 2022

    by David Morrill | Oct 14, 2022

     

    image of inclusion cutout people

    The content from this post comes from Dr. Whitehead's weekly email.


    These posts are sent out weekly to leaders in special education and Section 504. Each post contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice, as this is out of my realm. The opinions contained herein are my own.

    Check out our SLP conference call for presenters below. Please feel free to pass this on to anyone interested. 

    Please feel free to reach out if you have ideas on topics and resources. This week’s post includes links to information on:


    Scenario:

    S.S v. Bd. Of Education of Harford Cty., 77 LRP 182 (D.Md.2020)

    Background:

    A student with Autism and other conditions exhibited serious behaviors, including noncompliance, throwing, and self-hitting. The IEP team delayed for months in conducting an FBA to address the behavior problems, and when completed, the resulting interventions did not address all problem behaviors, such as the student pulling out her hair, and her self-hitting in fact increased. On one occasion, the student eloped from school and was found in a parking lot, where another parent returned her to the classroom (staff were dealing with another student and did not notice she had left). On other occasions, a peer attached and scratched the students, and the school first created a Safety Plan, and when the student was again attacked by the peer, separated the students. 

    Parents filed suit for denial of FAPE and gross misjudgment seeking financial compensation.

    How did the Court rule? Was there a denial of FAPE and gross misjudgment? Click on the link below to find out.

    Court’s Ruling & Takeaway


    Everyone:

    College Transition Summit for students, parents, and professionals regarding students with disabilities transitioning to college — Thank you, Kerri Blankenship
    Restorative Practices

    504:

    Eligibility Determination for Section 504 Services — Thank you, Kristin Hennessey
    Section 504 Plan blank paperwork example — Thank you, Kristin Hennessey
    504 Training Beyond the Basics — By OSPI

    Special Education & 504 Case Law:

    Eligibility determination and settlement agreement waivers

    Special Education:

    Guidance on Creating MOU to Support Inclusive Early Childhood System

    OSPI:

    State Requirements for Withdrawing, Claiming, Reporting, & Responding to Student Absences
    Leadership Team Activities Care Package
    KESE Report


    Upcoming Classes and Events

  • The Year of the Principal

    by Caroline Brumfield | Oct 12, 2022

    National Principals Month blog header

     

    Hello, Amazing Leader!

    We hope you are doing well as you lead with and for your students, staffulty, and school community! Your leadership matters which is why there is an entire month dedicated just to you. It’s National Principals Month. 

    What does it mean to be a principal or assistant principal? It means you are changing lives every day. You are working tirelessly to make a forever impact on the lives of each and every student in your school. You are digging in daily to create hope for the entire school. You are pushing to eliminate bad-for-kids systems. You are willingly getting out of your car every morning, walking into semi-controlled chaos, and leading everyone through ever-changing contexts and circumstances. You are pretty much super-human.

    National Principals Month is a simple way of bringing much-needed attention to the work and impact of your leadership. But, is a month-long celebration enough? No way. One month doesn’t do you or your leadership any justice. Through their research, The Wallace Foundation consistently reaffirms the important role school principals play not just in student achievement, but in establishing and sustaining school culture. Effective and consistent leadership has an immeasurable impact on students, staffulty, and the entire school community. Bottomline, as Governor Gregoire once said to me, “Show me a great school and I’ll show you a great principal.” 

    At AWSP, we are not only celebrating National Principals Month throughout October, but we are also calling this year “The Year of the Principal.” We believe there has never been a more important time in educational history than right now to call attention to the plight of our school leaders. Over the course of the last ten years, the job, workload, and expectations have grown exponentially to a point where the “principaling” is often untenable and unrealistic. Principal job satisfaction is declining, principal turnover is increasing, and applicant pools are shrinking. This is all bad for kids. Something has to change. If the research is so clear on the importance of highly effective and consistent leadership, then why isn’t the system frantically coming together to address this current leadership crisis?

    Being a school leader is the best job in the world, but it is also one of the most challenging. We, as an entire system, need to come together to advocate for change in order to help our leaders both thrive and stay in their current roles. This advocacy is complex and needs to happen at multiple levels. Thanks to years of compounding legislative changes, new initiatives, unfunded mandates, policy changes, societal pressures, and social media (just to name a few), unraveling this mess is not a one-size fits all approach.

    As we enter the Year of the Principal, we are focusing our energy and efforts on three big questions:

    1. What changes need to be made at the legislative level to bring relief to expectations placed on principals?

    2. What big “P” and little “p” policy changes need to occur to make the job of “principaling” more manageable and realistic?

    3. What systems can be implemented at the district level to both support and protect principals and assistant principals as they lead change initiatives within their learning organizations?

    As you can see, AWSP is advocating at varying state levels, as well as the local level, to provide immediate short-term relief while working toward a better and brighter future for school leaders. One fix won’t solve the issue. One association can’t tackle this alone. This must be a collective multi-agency and organization initiative that hits at all levels of policy. If we all truly believe in the power of an incredible school principal, then we must all come together in collective action to save our school principals.

    So, as you think about your impact as a school leader, please know that every ounce of AWSP energy is focused on you and your needs. We will of course celebrate you throughout National Principals Month but will not rest until your narrative is changed during the entire Year of the Principal.

    Thank you for your ongoing leadership and Happy National Principals Month!

    Dr. Scott Seaman
    Executive Director, AWSP

  • Special Education and 504 Tips & Resources | Oct. 7, 2022

    by Caroline Brumfield | Oct 09, 2022

     

    image of inclusion cutout people

    The content from this post comes from Dr. Whitehead's weekly email.


    These emails are sent out weekly to leaders in special education and Section 504. Each email contains tips and resources on a variety of topics that are meant to keep you informed and up to date. Please consult your district attorney if you are looking for legal advice, as this is out of my realm. The opinions contained herein are my own.

    Check out our SLP conference call for presenters below. Please feel free to pass this on to anyone interested. 

    Please feel free to reach out if you have ideas on topics and resources. This week’s emails include links to information on: 

    Everyone:

    College Transition Summit for students, parents, and professionals regarding students with disabilities transitioning to college---Thank you Kerri Blankenship

    Restorative Practices

    504:

    Eligibility Determination for Section 504 Services—Thank you Kristin Hennessey

    Section 504 Plan blank paperwork example—Thank you Kristin Hennessey

    504 Training Beyond the Basics—By OSPI

    Special Education & 504 Case Law:

    Eligibility determination and settlement agreement waivers

    Special Education:

    Guidance on Creating MOU to Support Inclusive Early Childhood System

    OSPI:

    State Requirements for Withdrawing, Claiming, Reporting, & Responding to Student Absences

    Leadership team Activities Care Package

    KESE Report

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