Success Stories - School Leadership 2.02024-03-29T10:56:21Zhttps://schoolleadership20.com/forum/categories/success-stories/listForCategory?categoryId=1990010%3ACategory%3A23621&%3Bpage=11&feed=yes&xn_auth=noHow Our Principal Shows He Carestag:schoolleadership20.com,2022-10-06:1990010:Topic:3826502022-10-06T18:50:10.823ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<div class="entryHeader"><a class="entryTitle entry__title" href="https://www.nassp.org/2022/10/06/how-our-principal-shows-he-cares/" rel="noopener noreferrer" target="_blank">How Our Principal Shows He Cares</a><div class="metadata"><div class="metadata EntryMetadata"><div class="EntryMetadataBasic__source-info"><a class="M_plfet2nk5hSEutAwZA entry__source jtFbqIi4cr2NH1cMeDTP" href="https://www.nassp.org/">NASSP<span> </span></a><span class="authors">by Sarah…</span></div>
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<div class="entryHeader"><a href="https://www.nassp.org/2022/10/06/how-our-principal-shows-he-cares/" class="entryTitle entry__title" target="_blank" rel="noopener noreferrer">How Our Principal Shows He Cares</a><div class="metadata"><div class="metadata EntryMetadata"><div class="EntryMetadataBasic__source-info"><a class="M_plfet2nk5hSEutAwZA entry__source jtFbqIi4cr2NH1cMeDTP" href="https://www.nassp.org/">NASSP<span> </span></a><span class="authors">by Sarah Martin</span><span> </span>/<span> </span><span class="EntryMetadataAgo ago" title="Published: Thu, 06 Oct 2022 14:30:00 GMT Received: Thu, 06 Oct 2022 14:33:37 GMT">October 06, 2022</span></div>
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<div class="entryBody" id="Article-P+IROu9NRYbDNuDkqA5Pdj1oYP74ucT1Qx9+J+af+q0=_183adb75757:2fe3378:d8b4f5e5"><div class="content"><p>For National Principals Month, we are highlighting school leaders who have made valuable contributions to their schools and communities. A few of the people they’ve impacted the most tell their inspiring stories. This week, Alexis Morada shares about her principal, Derek Bellow.</p>
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<p>With more than 3,000 students, our school, Liberty High School in Henderson, NV, is one of the biggest in the state. You would think that a school with that many students would be sort of an impersonal place where it’s impossible for the administrators to get to know all the students.</p>
<p>But that’s not true at Liberty, and it’s because of our principal, Mr. Bellow. He knows so many students here by name. You see it when he walks down the hallways and talks to everyone. I think that’s one of the things that really makes him a great principal—he makes sure he knows his students and staff. And he helps to ensure there’s a real sense of community at our school, whose mascot is “The Patriot.” We know we are all part of the Patriot family, which is what we call it.</p>
<p>Culture is really important at our school, and Mr. Bellow is willing to say yes to all kinds of events and activities. That’s important to the student council because we are always coming up with new things that we want to do to keep things exciting, like playing music during lunch, or holding games and activities after school. That’s what creates traditions and makes Liberty so unique.</p>
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</div> Some Practical Advice for School Leaders Facing Familiar Challenges – by Frederick Hesstag:schoolleadership20.com,2019-06-25:1990010:Topic:3316212019-06-25T13:15:22.673ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<div class="entryHeader"><a class="entryTitle title unread" href="https://www.educationnext.org/some-practical-advice-school-leaders-facing-familiar-challenges/" id="+8ey1VUH5GXLNEcnyRDhno0Xr3eeoSZB1+d+Oqan/MA=_16b7835ba47:ce9545:b86676c0_entry_title" name="+8ey1VUH5GXLNEcnyRDhno0Xr3eeoSZB1+d+Oqan/MA=_16b7835ba47:ce9545:b86676c0_entry_title" rel="noopener" target="_blank">Some Practical Advice for School Leaders Facing Familiar Challenges – by Frederick Hess…</a><div class="fx metadata"></div>
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<div class="entryHeader"><a href="https://www.educationnext.org/some-practical-advice-school-leaders-facing-familiar-challenges/" id="+8ey1VUH5GXLNEcnyRDhno0Xr3eeoSZB1+d+Oqan/MA=_16b7835ba47:ce9545:b86676c0_entry_title" class="entryTitle title unread" target="_blank" rel="noopener" name="+8ey1VUH5GXLNEcnyRDhno0Xr3eeoSZB1+d+Oqan/MA=_16b7835ba47:ce9545:b86676c0_entry_title">Some Practical Advice for School Leaders Facing Familiar Challenges – by Frederick Hess</a><div class="fx metadata"><div class="metadata EntryMetadata"><span class="p-r-h"><a class="source" href="https://www.educationnext.org/">Education Next</a></span><span class="authors">by Frederick Hess</span></div>
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<p>Over the decades, I’ve been struck at how often advice for school leaders is heavy on banalities and light on specifics. Anyway, when Kristyn Klei Borrero, a former principal and assistant supe and now CEO of the professional development outfit<span> </span><a href="http://www.ct3education.com/" target="_blank" rel="noopener">CT3</a>, reached out to see if I’d be interested in having her pen something on what she’d learned as a school and system leader, I said I’d be up for a piece which offered some concrete lessons learned. This is what she sent along and I thought it worth sharing. I’d welcome your thoughts and reactions.</p>
<blockquote><p>I spent more than a decade leading turnaround initiatives for underperforming schools in Oakland and East Palo Alto, California. While I had a lot of formal education under my belt, there were many things I needed to learn to support my team. I hope the list below will help leaders avoid some common pitfalls.</p>
<p>•<span> </span><strong>Challenge:</strong><span> </span>Prioritizing likability over mindset</p>
<p>•<span> </span><strong>Solution:</strong><span> </span>Hire for a growth mindset</p>
<p>When interviewing candidates, leaders often fall for extroverted candidates who interview well, rather than looking past likability to determine a candidate’s mindset. While personality could be important, it is more important to hire candidates who want to grow, can take feedback, and who have ambition to learn.</p>
<p>Here’s an example: I interviewed Ms. Lucy for a second-grade position for one of the schools I led in Oakland. Though the hiring team experienced her as “awkward” and felt she would not fit in, she scored well on our hiring rubric. Trusting our rubric, we brought her in to teach a demonstration lesson. Her lesson was strong, and she impressed the team with her ability to engage in a reflective conversation, take feedback, and immediately discuss how she would do better next time to meet the needs of her students. We hired Ms. Lucy. She was an amazing teacher for our young people and was recognized as a colleague “favorite” because of her ability to work collaboratively.</p>
<p>•<span> </span><strong>Challenge:</strong><span> </span>Only coaching “struggling” teachers (or new hires)</p>
<p>•<span> </span><strong>Solution:</strong><span> </span>Embrace coaching for everyone, including yourself</p>
<p>In other professions, everyone in the organization, especially those “at the top,” receives coaching. Everyone receiving and expecting feedback helps to create a culture of coaching, feedback, trust, and high expectations that ultimately drives success for the adults and students in the building.</p>
<p>Several years ago, I coached an especially tenacious principal in Ohio, Mr. Guiles, who was responsible for implementing coaching to a team of educators that was nervous about it. Mr. Guiles was friendly, visible—and highly distractible, a quality he wanted to improve. We made his coaching goals transparent to the entire staff. I would often sit in leadership team meetings or full staff meetings and coach him in real time, so the team could experience how he was working to become a more focused leader. As educators experienced Mr. Guiles as less distractible and better focused, they requested coaching and feedback on their practice. By the end of year two, every team member had a coaching plan in place, and teachers were eagerly working to support one another in their practice.</p>
<p>You needn’t be perfect to hold others to a high standard. Owning your mistakes, apologizing when necessary, and naming new behaviors will grow your leadership and help you build trust and accountability.</p>
<p>•<span> </span><strong>Challenge:</strong><span> </span>Spraying and praying</p>
<p>•<span> </span><strong>Solution:</strong><span> </span>Aim for the bullseye</p>
<p>The difference between subpar and successful leaders is their focus. A resilient leader can handle change because they have a well-defined vision and goals. Challenge yourself to create two or three measurable goals each month to six weeks that are aligned to your organization’s mission and vision. Post the goals for you and others to see and read them several times a day.</p>
<p>Here’s how yours could look:</p>
<p><em>My vision: Increase the rigor of culturally relevant pedagogy in all classrooms.</em></p>
<p><em>Goal: I will observe ten classrooms each day for eight minutes each to provide feedback on pedagogy—for each teacher. I will<span> </span><strong>affirm</strong><span> </span>the highlights of their delivery, note the<span> </span><strong>impact</strong><span> </span>of the pedagogy on student performance, and provide one<span> </span><strong>challenge</strong><span> </span>for the teacher on how to improve their delivery to increase rigor and/or relevance.</em></p>
<p>•<span> </span><strong>Challenge:</strong><span> </span>Weak relationships with your team</p>
<p>•<span> </span><strong>Solution:</strong><span> </span>Check-in frequently</p>
<p>We all become educators because of our love for students. As a leader, much of your focus and care needs to shift to the adults who support your students. When you take care of the team by modeling strong relationships, support, and high expectations, they will do the same for your students.</p>
<p>Check in frequently with team members. It’s so easy to get stuck at your desk focusing on plans, emails, and paperwork. The gratification of crossing items off your “to do” list can make some folks feel productive. But nothing replaces the productivity you get when walking the school, checking in with teachers, saying hello to family members, or asking the custodial staff if there is something you can do to make their job easier. Two to three minute check-ins with your team members, several times a week, remind them of their value and that you care about them.</p>
<p>Being an effective school leader is a tough job. It’s easy to feel overwhelmed and isolated. But I’ve learned that authority can too often make leaders feel like they’re supposed to know every answer and avoid ever showing weakness. This is exactly backwards. The best advice I can offer is that leaders be willing to change their mindset and seek out coaching exactly the way they hope their teachers would.</p>
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<p>Is Klei Borrero right on all of this? That’s for you to judge. But the larger point is that too many advocates and analysts have offered curiously abstract notions of school improvement, while too many focused on educational leadership have offered up friction-free aspirations in lieu of advice. All of this has too often left real school leaders without practical, concrete guidance on how to help schools improve. What I like most here is the attempt to offer just that kind of assistance to struggling school leaders.</p>
<p><em>Frederick Hess is director of education policy studies at AEI and an executive editor at Education Next.</em></p>
<p><em>This post originally appeared on<span> </span><a href="http://blogs.edweek.org/edweek/rick_hess_straight_up/2019/06/some_practical_advice_for_school_leaders_facing_familiar_challenges.html" target="_blank" rel="noopener">Rick Hess Straight Up</a>.</em></p>
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</div> 50 Ways to Get Students to Believe in Themselvestag:schoolleadership20.com,2018-11-14:1990010:Topic:3246472018-11-14T19:56:58.626ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<div class="views-field views-field-title"><h2 class="field-content">50 Ways to Get Students to Believe in Themselves</h2>
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<div class="views-field views-field-body"><div class="field-content"><p>This document lists the ways teachers and schools act when they want all the students to believe in themselves and act from that belief. It is divided into verbal behaviors, classroom mechanisms, focused instructional strategies, direct teaching of effective effort, district policies, and key…</p>
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<div class="views-field views-field-title"><h2 class="field-content">50 Ways to Get Students to Believe in Themselves</h2>
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<div class="views-field views-field-body"><div class="field-content"><p>This document lists the ways teachers and schools act when they want all the students to believe in themselves and act from that belief. It is divided into verbal behaviors, classroom mechanisms, focused instructional strategies, direct teaching of effective effort, district policies, and key ways to connect students to families and community.</p>
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<div class="views-field views-field-php"><span class="field-content"><a href="http://www.rbteach.com/sites/default/files/50_ways_to_convince_students.pdf">Download File</a></span></div> High-school teacher mentors her graduatestag:schoolleadership20.com,2018-08-12:1990010:Topic:3202892018-08-12T14:00:08.099ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<p><a href="http://r.smartbrief.com/resp/kmayCAjvBsdhothUatcgvKvmzN?format=multipart" rel="noopener" target="_blank">High-school teacher mentors her graduates</a></p>
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<div class="m_2006708023027623983name-100">Sharon Collins, a high-school teacher in New York City's Harlem neighborhood, is working to help her students succeed…</div>
<p><a href="http://r.smartbrief.com/resp/kmayCAjvBsdhothUatcgvKvmzN?format=multipart" target="_blank" rel="noopener">High-school teacher mentors her graduates</a></p>
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<div class="m_2006708023027623983name-100">Sharon Collins, a high-school teacher in New York City's Harlem neighborhood, is working to help her students succeed in college through a program that allows her to continue to meet with and advise her students after graduation. In this interview, Collins says she focuses largely on project-based learning, and describes how her school has modeled its grading structure on higher education.</div>
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<p><span class="m_2006708023027623983mobile_wrap"><a href="http://r.smartbrief.com/resp/kmayCAjvBsdhothUatcgvKvmzN?format=multipart" target="_blank" rel="noopener">Chalkbeat/New York</a></span></p>
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<p><span class="m_2006708023027623983mobile_wrap">Click on the title to read the full article.</span></p> How six school districts changed the principal supervisor role to better support principals - Wallace Foundationtag:schoolleadership20.com,2018-07-10:1990010:Topic:3190252018-07-10T13:50:31.398ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
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<p>FOR IMMEDIATE RELEASE</p>
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<p>Contact:</p>
<p><strong>Vanderbilt University</strong><br></br>Joan Yordy Brasher</p>
<p>(615)…</p>
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<p>FOR IMMEDIATE RELEASE</p>
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<p>Contact:</p>
<p><strong>Vanderbilt University</strong><br/>Joan Yordy Brasher</p>
<p>(615) 438-8475</p>
<p><br/><strong>The Wallace Foundation</strong><br/>Jessica Schwartz, (212) 251-9711 <br/>Lauren Pescatore, (301) 656-0348</p>
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<tbody><tr><td><p><strong>How six school districts changed the principal supervisor role</strong></p>
<p><strong>to better support principals</strong></p>
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<p><strong><em>New Wallace-commissioned report from Vanderbilt and Mathematica finds role shifted from compliance to improving instruction</em></strong></p>
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<tbody><tr><td><p><strong>NASHVILLE, Tenn. -</strong><span> </span>Principals and districts benefit when principal supervisors move beyond the role of administrator to coach and mentor, according to a new Vanderbilt University report.</p>
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<p>It is the first of three studies of<span> </span><a href="http://r20.rs6.net/tn.jsp?f=001QA73Rt1fUx1FPWUUqFA-akVSKoSDBdDIrQcAKeopYJr1fcM3XQ4owb3ChKcMby-VO7vuYYZ6EYtsHN1dwdWf6f4JK8jby1wcwc8dD0RFbPop4-6slryVn-C2oLtjz2CIb90GN4AgoyWAMloxvWdPvHpjtsglGz06L0YtyKwJeKZ4sNcPfE7psDECnyMPN2eOyxXYqFy0lDPh0kmXfc_zgw==&c=QjAfO5TzofbslRGU-Nhq6uR_o1vTYIqZYdAtmBXfRGGv_soqDJ-0kg==&ch=0hYuYR_3BSonWqx0UAZi8NQNWfR2oUXM6XKlc7WZCk2nt0h9IAO0EA==">The Wallace Foundation's</a> Principal Supervisor Initiative, a four-year, $24 million effort studied by Vanderbilt and Mathematica Policy Research. </p>
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<p>The report, <a href="http://r20.rs6.net/tn.jsp?f=001QA73Rt1fUx1FPWUUqFA-akVSKoSDBdDIrQcAKeopYJr1fcM3XQ4owfnwxMDFjKPusAfMd-Wd6ctTipEnnHqlTtDgzLsSdZoKKioRnc3oggza3EYSWwm8kv9Njk4aVuMopsXzuYqSvUaAmsn7RkJmIV5CPw8TAmVKiIU32XVhfOXm10b5OmAB16EnIYWQa1UxBMsaJqr98bvxthP4xgJ-UBffXYt2zcJpTmxOMiktBUHN87Iw920tgmhl2Xq9jI9bf5evzvqZafZog3p2LqpUAUEI8_Qu9Rnd&c=QjAfO5TzofbslRGU-Nhq6uR_o1vTYIqZYdAtmBXfRGGv_soqDJ-0kg==&ch=0hYuYR_3BSonWqx0UAZi8NQNWfR2oUXM6XKlc7WZCk2nt0h9IAO0EA==">"<em>A New Role Emerges for Principal Supervisors: Evidence from Six Districts in the Principal Supervisor Initiative</em></a>," details the implementation of five key components to reshape the supervisor position in six large, urban school districts. Each district changed the job descriptions and restructured central offices so that principal supervisors could step away from operational, administrative and compliance tasks to coach, mentor and advise principals to be more effective as instructional leaders.</p>
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<p>The six districts are: Broward County Public Schools in Florida; Baltimore City Public Schools in Maryland; Cleveland Metropolitan School District in Ohio; Des Moines Public Schools in Iowa; Long Beach Unified School District in California; and Minneapolis Public Schools in Minnesota.</p>
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<p>"Executive coaching is prevalent in high-performing organizations, but it's not typically done in school districts," said lead investigator <a href="http://r20.rs6.net/tn.jsp?f=001QA73Rt1fUx1FPWUUqFA-akVSKoSDBdDIrQcAKeopYJr1fcM3XQ4owfnwxMDFjKPuqiR6Pjm_i-HjNwYS26Sl_qpqdno9V-HtdWKCfrpKXM4heAjHhbZgUpw5LOdcrScMGYtIPP3ThWY9H0v-pGKqU86g3izYM6C1g2oPPwBB6E1WyFZ7eNJiyvwVHxt-02j_qi1gTLYy74puQquS7za76A==&c=QjAfO5TzofbslRGU-Nhq6uR_o1vTYIqZYdAtmBXfRGGv_soqDJ-0kg==&ch=0hYuYR_3BSonWqx0UAZi8NQNWfR2oUXM6XKlc7WZCk2nt0h9IAO0EA==">Ellen Goldring</a>, Patricia and Rodes Hart Professor of Educational Leadership and Policy at Vanderbilt's <a href="http://r20.rs6.net/tn.jsp?f=001QA73Rt1fUx1FPWUUqFA-akVSKoSDBdDIrQcAKeopYJr1fcM3XQ4owfnwxMDFjKPuu-LTNMIvNzVRz8i3d_p5GEV-Y-i0x-nd9JlJ-fdY5ZlrREVCzmGDVVpbW3MivGZkt2Ez8XvIzs5S-DeodzDRmb5_oqVx43W1pfn1I6zhZj9ByyS7ZvZRPg==&c=QjAfO5TzofbslRGU-Nhq6uR_o1vTYIqZYdAtmBXfRGGv_soqDJ-0kg==&ch=0hYuYR_3BSonWqx0UAZi8NQNWfR2oUXM6XKlc7WZCk2nt0h9IAO0EA==">Peabody College</a> of education and human development. "After three years, we saw substantial change in all districts. They came up with efficient and effective ways to position supervisors so they could fill the coaching and supporting gap."</p>
<p> </p>
<p>"This new study shows us that school districts participating in the initiative could transform the principal supervisor role into a source of support for principals in leading, teaching and learning," said Jody Spiro, director of education leadership at The Wallace Foundation. "Principals felt better supported and district culture and central office changed for the better. Importantly, the study also makes clear what is needed to make this change happen."</p>
<p> </p>
<p><strong>Five Components for Restructuring Principal Supervisor Role</strong></p>
<p><strong> </strong></p>
<p><strong>1. Revise supervisor's job description to focus on instructional leadership</strong></p>
<p>Districts worked with stakeholders to revise the supervisor job description to outline the new expectations for the supervisor role, which moved toward a focus on supporting and developing principals in schools and away from overseeing compliance.</p>
<p> </p>
<p>"These components laid the groundwork for changes in principal supervisors' day-to-day work with principals," Goldring said. "Most principal supervisors reported they now spend the largest share of their time, 63 percent, working directly with principals, engaging in newly developed routines and practices, such as participating in classroom walk-throughs, coaching principals, leading collaborative learning and providing ongoing feedback."</p>
<p> </p>
<p><strong>2. Reduce the number of principals supervisors oversee </strong></p>
<p>The supervisors in the study were initially responsible for an average of 17 principals, though some oversaw as many as 21, making it nearly impossible to meaningfully engage with them all. That number was reduced to an average of 12, with districts hiring additional supervisors. The number of supervisors who reported that they oversaw too many principals declined in every district. Supervisors created networks of principals to facilitate collaboration and learning communities.</p>
<p> </p>
<p><strong>3. Provide dedicated professional development</strong></p>
<p>Districts implemented dedicated training programs specifically designed to build supervisors' capacity in coaching and principal support and development in instruction. For many of them, it was the first time they were provided professional instruction that was crafted to their role. In spring 2017, 80 percent reported participating in such opportunities.</p>
<p> </p>
<p><strong>4. Redefine the central office's role and functions</strong></p>
<p>The districts made substantial progress in restructuring central offices to better align with the revised role of supervisors. They streamlined departments, dismantled barriers that stifled communication and improved processes, resulting in better integration and collaboration across departments.</p>
<p> </p>
<p><strong>5. Develop and cultivate new supervisors</strong></p>
<p>Three districts developed and implemented apprenticeship programs, serving as a key strategy for preparing school leaders for principal supervisor positions. These programs featured rigorous selection procedures and offered a mix of training sessions, individual coaching and performance feedback, mentoring from a current principal supervisor, and shadowing of central office leaders. </p>
<p> </p>
<p><strong>Facing future challenges</strong></p>
<p> </p>
<p>Other school districts can learn from this study both by seeing what is feasible - that the role can be changed - and what is challenging, Goldring believes. </p>
<p> </p>
<p>"Reducing the span of control requires districts to shift spending, which was not an option for some. In addition, districts changing the supervisor's job description necessitated that they also change other central office roles, especially to figure out how to deal with some of the administrative tasks removed from supervisors' responsibility," she said. "The process required the balancing of expectations, deepening and developing effective practices for supervisors, and differentiating supports for principals."</p>
<p> </p>
<p>"It's a heavy lift," Goldring adds, "but this study represents an incredibly positive example of the power of the supervisor role and a hopeful story about the power of district reform." </p>
<p> </p>
<p>The next report, to be published in July 2019, will measure the Principal Supervisor Initiative's impact on principal effectiveness. The third report, to be released in December 2019, will compare principal supervision in the six districts in this study with peers in other urban districts. </p>
<p> </p>
<p>The study was conducted by Vanderbilt's Ellen B. Goldring, Jason A. Grissom, Mollie Rubin, Laura K. Rogers and Michael Neel; and Mathematica Policy Research's Melissa A. Clark.</p>
<p> </p>
<p>Download the Report, <a href="http://r20.rs6.net/tn.jsp?f=001QA73Rt1fUx1FPWUUqFA-akVSKoSDBdDIrQcAKeopYJr1fcM3XQ4owfnwxMDFjKPusAfMd-Wd6ctTipEnnHqlTtDgzLsSdZoKKioRnc3oggza3EYSWwm8kv9Njk4aVuMopsXzuYqSvUaAmsn7RkJmIV5CPw8TAmVKiIU32XVhfOXm10b5OmAB16EnIYWQa1UxBMsaJqr98bvxthP4xgJ-UBffXYt2zcJpTmxOMiktBUHN87Iw920tgmhl2Xq9jI9bf5evzvqZafZog3p2LqpUAUEI8_Qu9Rnd&c=QjAfO5TzofbslRGU-Nhq6uR_o1vTYIqZYdAtmBXfRGGv_soqDJ-0kg==&ch=0hYuYR_3BSonWqx0UAZi8NQNWfR2oUXM6XKlc7WZCk2nt0h9IAO0EA==">"A New Role Emerges for Principal Supervisors: Evidence from Six Districts in the Principal Supervisor Initiative,"</a> <em>(New York: The Wallace Foundation, 2018)</em></p>
<p> </p>
<p><strong>More about the Collaborators</strong></p>
<p> </p>
<p>Vanderbilt's <a href="http://r20.rs6.net/tn.jsp?f=001QA73Rt1fUx1FPWUUqFA-akVSKoSDBdDIrQcAKeopYJr1fcM3XQ4owfnwxMDFjKPuMp79g6pFRmrrSWQRbi_TRY-12c0snfN_7V1aUcktsTuJQn3RZmgBx337u15e0r8UqSPhCpCA0fhMFUkymGdGRpJachtA5hudb1uNOZKpFenKU_pHD3o6xw==&c=QjAfO5TzofbslRGU-Nhq6uR_o1vTYIqZYdAtmBXfRGGv_soqDJ-0kg==&ch=0hYuYR_3BSonWqx0UAZi8NQNWfR2oUXM6XKlc7WZCk2nt0h9IAO0EA==">Peabody College</a> is a top-ranked college of education and human development that seeks to enhance the human condition, with a particular focus on children's learning and development. With more than 1,800 students and a faculty of 160, the college offers undergraduate and graduate study across areas encompassing educational leadership and policy; child, family and community development; educational neuroscience, special education; and the learning sciences. Peabody has a reputation for producing rigorous empirical research and for engaging with professionals, policy-makers, and leaders to solve large societal problems.</p>
<p> </p>
<p>Founded in 1968, <a href="http://r20.rs6.net/tn.jsp?f=001QA73Rt1fUx1FPWUUqFA-akVSKoSDBdDIrQcAKeopYJr1fcM3XQ4owfnwxMDFjKPu4hqTexrS4Pt7FOBG1srV-Orm_x289r6awji77b0yOrcI1kJn_mtL1ywDwEWSrmaUDePIayd8zduRzvHBcnltwyoEjS6HAj-einTlz5oXQC6RREznugoNKADv_fJe9kfCVVep0cnbh3VQv5DDgn4nmO0109lFl2mD&c=QjAfO5TzofbslRGU-Nhq6uR_o1vTYIqZYdAtmBXfRGGv_soqDJ-0kg==&ch=0hYuYR_3BSonWqx0UAZi8NQNWfR2oUXM6XKlc7WZCk2nt0h9IAO0EA==">Mathematica</a> is committed to improving public well-being through high quality, objective research and collaboration with decision makers across the public and private sectors. Its education experts are established leaders in education program evaluation who work directly with schools and school districts to identify what's working and opportunities to improve student outcomes.</p>
<p> </p>
<p><a href="http://r20.rs6.net/tn.jsp?f=001QA73Rt1fUx1FPWUUqFA-akVSKoSDBdDIrQcAKeopYJr1fcM3XQ4owS6Z-CFeON1pZJG4j4_DvOrAFjV9BYe-PKWki9Gr6-WD_QpFK655Q2d5fMjdGJYLErvevlBrWALJine6A6m6U8XE699UhHja-49KDusNCqFOT1vw1bUwDHObPR8jtbsJ5Q==&c=QjAfO5TzofbslRGU-Nhq6uR_o1vTYIqZYdAtmBXfRGGv_soqDJ-0kg==&ch=0hYuYR_3BSonWqx0UAZi8NQNWfR2oUXM6XKlc7WZCk2nt0h9IAO0EA==">The Wallace Foundation</a> seeks to improve education and enrichment for disadvantaged children and foster the vitality of arts for everyone. The foundation has an unusual approach: funding efforts to test innovative ideas for solving important public problems, conducting research to find out what works and what doesn't and to fill key knowledge gaps - and then communicating the results to help others. Wallace, which works nationally, has five major initiatives under way: </p>
<ul>
<li>School leadership: Strengthening education leadership to improve student achievement.</li>
<li>Afterschool: Helping selected cities make good afterschool programs available to many more children.</li>
<li>Building audiences for the arts: Enabling arts organizations to bring the arts to a broader and more diverse group of people.</li>
<li>Arts education: Expanding arts learning opportunities for children and teens.</li>
<li>Summer and expanded learning: Better understanding the impact of high-quality summer learning programs on disadvantaged children, and enriching and expanding the school day in ways that benefit students.</li>
</ul>
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</table> Children's Literature That Sparks Inferential Discussionstag:schoolleadership20.com,2018-07-10:1990010:Topic:3189282018-07-10T13:40:12.050ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<div class="article-citation"><div class="citation"><h2 class="citation__title">Children's Literature That Sparks Inferential Discussions…</h2>
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<div class="article-citation"><div class="citation"><h2 class="citation__title">Children's Literature That Sparks Inferential Discussions</h2>
<div class="loa-wrapper loa-authors hidden-xs"><div id="sb-1" class="accordion"><div class="accordion-tabbed"><div class="accordion-tabbed__tab-mobile accordion__closed"><a href="https://ila.onlinelibrary.wiley.com/action/doSearch?ContribAuthorStored=Kelly%2C+Laura+Beth" class="author-name accordion-tabbed__control" id="a1_Ctrl" name="a1_Ctrl"><span>Laura Beth Kelly</span></a><span> </span></div>
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<div class="accordion-tabbed__tab-mobile accordion__closed"><a href="https://ila.onlinelibrary.wiley.com/action/doSearch?ContribAuthorStored=Moses%2C+Lindsey" class="author-name accordion-tabbed__control" id="a2_Ctrl" name="a2_Ctrl"><span>Lindsey Moses</span></a></div>
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<div class="epub-sections"><div class="epub-section"><span class="epub-state">First published: </span><span class="epub-date">05 January 2018</span></div>
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<div class="epub-section"><a class="epub-doi" href="https://doi.org/10.1002/trtr.1675">https://doi.org/10.1002/trtr.1675</a></div>
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<h3 class="article-section__header main abstractlang_en main">Abstract</h3>
<div class="article-section__content en main"><p>In this article, the authors report findings from a yearlong study that addressed teaching first‐grade students to make inferences and engage in inferential discussion about children's literature. Because of the importance of both inferencing and discussion for comprehension, a collaborative team of two researchers and a classroom teacher focused on providing supportive discussion contexts and appropriate texts to foster inferential thinking in small‐group discussions. The authors found that ambiguous books, didactic narratives, and fractured fairy tales provided rich sites for inference instruction and practice. The authors also noted the importance of text selection, accepting unexpected responses from students, and the role of the teacher. The article includes transcripts from student discussions with analysis of ways the varied texts fostered inferential talk.</p>
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</div> College advising program hopes to serve 1,000 high schools by 2025tag:schoolleadership20.com,2018-06-03:1990010:Topic:3173032018-06-03T14:03:53.220ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<p><img alt="" class="article-hero-img" src="https://www.educationdive.com/user_media/cache/fd/06/fd063dbafbe8b0b58c1b1b0db6f9656c.jpg"></img></p>
<div class="article-header"><div class="article-title-wrapper"><span class="post-label primary">BRIEF</span><h1>College advising program hopes to serve 1,000 high schools by 2025</h1>
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<div class="author-name"><a href="https://www.educationdive.com/editors/ljacobson/" rel="author">Linda Jacobson…</a></div>
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<p><img class="article-hero-img" alt="" src="https://www.educationdive.com/user_media/cache/fd/06/fd063dbafbe8b0b58c1b1b0db6f9656c.jpg"/></p>
<div class="article-header"><div class="article-title-wrapper"><span class="post-label primary">BRIEF</span><h1>College advising program hopes to serve 1,000 high schools by 2025</h1>
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<div class="row"><div class="byline-large-2 columns"><div class="article-byline"><div class="author"><h4 class="hide-small byline-show-large">AUTHOR</h4>
<div class="author-name"><a rel="author" href="https://www.educationdive.com/editors/ljacobson/">Linda Jacobson</a><a href="https://www.twitter.com/lrj417" class="twitter hide-small byline-show-large">@lrj417</a></div>
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<div class="date"><h4 class="hide-small byline-show-large">PUBLISHED</h4>
<span>May 30, 2018</span></div>
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<div class="article-large-10 columns article-wrapper"><div class="print-wrapper"><div class=""><h3>Education Dive Brief:</h3>
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<li>By 2025, the College Advising Corps, which places college counselors in high schools serving large proportions of low-income and first-generation college students, hopes to be serving 700,000 students — more than doubling the 300,000 students the program has helped since 2005, according to<span> </span><a href="https://www.insidehighered.com/admissions/article/2018/05/21/group-champions-college-enrollment-low-income-students-gets-big-boost" target="_blank" rel="noopener">Inside Higher Ed</a>.</li>
<li>With a recent gift of $20 million from former Microsoft CEO Steve Ballmer and his wife Connie, the organization intends to increase the number of schools served from roughly 650 to 1,000. Nicole Hurd, a former University of Virginia administrator, founded and piloted the program before taking it national.</li>
<li>The program’s counselors generally match the demographics of the high school students they serve, such as being from underrepresented minority groups, first in their families to go to college, or eligible for Pell Grants. A Stanford University study shows that the program increases the rate at which high school students take standardized tests, complete financial aid applications, and apply to multiple colleges.</li>
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<div id="dfp-hybrid2-desktop"><div id="google_ads_iframe_/21662595662/educationdive/educationdivehybrid2_0__container__"><span style="font-size: 1.17em;">Dive Insight:</span></div>
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<p>While the<span> </span><a href="https://ct.counseling.org/2017/10/u-s-student-school-counselor-ratio-shows-slight-improvement/" target="_blank" rel="noopener">student-to-counselor ratio</a><span> </span>improved slightly in 2017 over the previous year, there is still one school counselor for every 482 students in K-12 schools, according to the American School Counselor Association (ASCA). The ratios range as high as 924 students for one counselor in Arizona to 202 students per counselor in Vermont, which is even lower than ASCA’s recommended 250-to-1 ratio.</p>
<p>While the expectations that all high school students will attend college or have some postsecondary education experience have increased, high school counselors spend<span> </span><a href="http://www.nacacnet.org/globalassets/documents/publications/research/soca_chapter4.pdf" target="_blank" rel="noopener">only about 30%</a><span> </span>of their time on college advising, according to a 2015 National Association for College Admission Counseling report. The report showed that counselors in public high schools spend less time on college advising than their counterparts in private schools — 22% compared to 55%.</p>
<p>Those figures suggest that outside partners, such as College Advising Corps, are an important part of ensuring that more students understand the options available to them — especially since experts have increasingly recommended that<span> </span><a href="https://edsource.org/2016/college-classes-for-middle-school-students-its-happening-in-hayward/93885" target="_blank" rel="noopener">college awareness</a><span> </span>needs to begin in middle school.</p>
<p>Last year, a randomized control trial by researchers at the University of Virginia and Texas A&M University showed that<span> </span><a href="http://people.tamu.edu/~abarr/BL_shell_10_17_2017.pdf" target="_blank" rel="noopener">a program called Bottom Line</a><span> </span>(BL), which gives high school students one-on-one access to a counselor, has strong effects on college enrollment and four-year college enrollment. The program provides “explicit guidance” about applying to schools where students can likely be successful — and can afford. “While programs like BL are more resource intensive, our results indicate that successful high-impact advising strategies could play an important role in reducing inequality in American higher education,” the researchers wrote. </p>
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<div class="reading-list"><h3>Recommended Reading:</h3>
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<li><span class="label secondary"><img src="https://www.google.com/s2/favicons?domain=https://www.insidehighered.com/admissions/article/2018/05/21/group-champions-college-enrollment-low-income-students-gets-big-boost"/><span> </span><span>Inside Higher Ed</span></span><a href="https://www.insidehighered.com/admissions/article/2018/05/21/group-champions-college-enrollment-low-income-students-gets-big-boost">Champion for Low-Income Students Gets a Boost Itself<img src="https://www.educationdive.com/static/img/offsite_black.png?373409101117" class="off-site-link" alt="offsite link"/></a></li>
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</div> Genres generate renewed enthusiasm for school librariestag:schoolleadership20.com,2018-05-31:1990010:Topic:3173492018-05-31T12:53:43.784ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<div class="group-node-header-wrapper field-group-div" id="node-article-full-group-node-header-wrapper"><div class="field field-name-field-department field-type-taxonomy-term-reference field-label-hidden"><div class="field-items"><div class="field-item even">NEWS UPDATE</div>
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<div class="field field-name-title field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even"><h1>Genres generate renewed enthusiasm for school…</h1>
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<div id="node-article-full-group-node-header-wrapper" class="group-node-header-wrapper field-group-div"><div class="field field-name-field-department field-type-taxonomy-term-reference field-label-hidden"><div class="field-items"><div class="field-item even">NEWS UPDATE</div>
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<div class="field field-name-title field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even"><h1>Genres generate renewed enthusiasm for school libraries</h1>
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<div class="field field-name-field-author field-type-node-reference field-label-hidden"><div class="field-items"><div class="field-item even"><a href="https://www.districtadministration.com/author/ray-bendici">Ray Bendici</a></div>
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<div class="field field-name-field-magazine-issue field-type-node-reference field-label-hidden"><div class="field-items"><div class="field-item even"><a href="https://www.districtadministration.com/issue/district-administration-june-2018">District Administration, June 2018</a></div>
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<div class="field field-name-post-date field-type-ds field-label-hidden"><div class="field-items"><div class="field-item even">5/24/2018</div>
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BOOKSTORE BROWSING—Nearly 60 of Baltimore County Public Schools’ libraries have reorganized shelves to emulate bookstores, with books grouped by genre rather than the Dewey Decimel System. Students find it easier to help themselves.<br />
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<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even"><p>School libraries increasingly use “genrefication”—the reorganization of collections by genre as opposed to the traditional Dewey Decimal System—to boost circulation and to encourage students to help themselves in finding books.</p>
<p>Genrefication emulates bookstores, allowing users to find titles easily by browsing by general subject rather than using card catalogues and numeric codes.</p>
<p>“Historically, libraries were these kind-of mysterious places with adults in charge who knew all the codes to where everything was, and maybe they’d clue you in,” says Fran Glick, coordinator of library media programs and digital resources for Baltimore County Public Schools, where nearly 60 of the district’s 165 school libraries have genrefied <br/>collections.</p>
<p>The district started reorganizing in 2014, when one librarian was eager to “un-Dewey” her library. Immediately after implementation, circulation for fiction titles increased 40 percent while nonfiction shot up 400 percent.</p>
<p>“Students are much more excited about finding books on their own,” says Glick. “They now say things like, ‘Wow, I didn’t know we had this!’”</p>
<div class="box"><h2>Genrefication guide</h2>
<p>Baltimore County Public Schools offer a<span> </span><a href="http://damag.me/genre" target="_blank" rel="noopener">customizable genrefication action plan</a>. Main steps include:</p>
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<li>Identify fiction genres/nonfiction subjects</li>
<li>Organize books by genre</li>
<li>Create new spine labels</li>
<li>Promote new genrefied collection</li>
<li>Gather and analyze user data</li>
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<h2>Establish a plan</h2>
<p>Genrefication involves significant physical labor for librarians and those assisting. Every book in a collection is eventually touched; although the process does not cost much beyond new labels, signage and some software, it requires a significant time investment. </p>
<p>“You just can’t say, ‘I want to genrefy!’ and then next week you have it all done,” says Steven Yates, president of the American Association of School Librarians. The process should begin with administrators and certified school librarians getting feedback from the school community, says Yates.</p>
<p>Once key subject areas have been identified—such as fantasy, science, world history or sports—catalogues can be updated, spine labels can be created, and books can be re-shelved.</p>
<p>Posting icons and images to identify subjects also makes navigating the library easier for students—particularly those who are still learning English. Librarians can maximize instruction time when they no longer have to help students find books.</p>
<p>Genrefication does not always involve completely eliminating the Dewey Decimal System. Some libraries combine approaches by using genres for fiction and Dewey for nonfiction. Genrefication also allows librarians to remove old or out-of-date material, says Glick.</p>
<p>“You can also be more strategic in using your resources going forward and how you go about collection development,” says Glick. “You can see what you need because you’ve put things in a different way.”</p>
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</div> How one librarian rethought his space to prepare studentstag:schoolleadership20.com,2018-04-02:1990010:Topic:3142522018-04-02T13:25:08.240ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<div class="article-header"><div class="article-title-wrapper"><h1>How one librarian rethought his space to prepare students</h1>
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<div class="row"><div class="byline-large-2 columns"><div class="article-byline"><div class="author"><h4 class="hide-small byline-show-large">AUTHOR</h4>
<div class="author-name"><a href="https://www.educationdive.com/editors/roger/" rel="author">Roger Riddell…</a></div>
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<div class="article-header"><div class="article-title-wrapper"><h1>How one librarian rethought his space to prepare students</h1>
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<div class="row"><div class="byline-large-2 columns"><div class="article-byline"><div class="author"><h4 class="hide-small byline-show-large">AUTHOR</h4>
<div class="author-name"><a rel="author" href="https://www.educationdive.com/editors/roger/">Roger Riddell</a><a href="https://www.twitter.com/EdDiveRoger" class="twitter hide-small byline-show-large">@EdDiveRoger</a></div>
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<div class="date"><h4 class="hide-small byline-show-large">PUBLISHED</h4>
<span>March 21, 2018</span></div>
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<div class="article-large-10 columns article-wrapper"><div class="print-wrapper"><div class=""><h3>Education Dive Brief:</h3>
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<li>Todd Burleson, library media specialist at<span> </span><span>Hubbard Woods Elementary in Winnetka, IL, writes for eSchool News on the process he took to re-imagine his school's traditional library as an "IDEA (Innovation, Design, Engineering, and Art) Lab."</span></li>
<li>The IDEA Lab model is essentially a robust makerspace equipped with flexible furniture, robotics, engineering tools, sewing machines, tablets and laptops — but Burleson also created accompanying cross-curricular lessons that include using robots to paint or making music videos with robots.</li>
<li>To make the transformation happen, Burleson writes that his team created a "dream binder" to plan how to use the lump sum of money they received, asked a lot of questions of schools that had made similar moves and took the answers to heart, worked to help educators see cross-curricular value, and made sure to incorporate physical and digital tools alike.</li>
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<h3>Dive Insight:</h3>
<p>Makerspaces have seen a popularity boom in recent years as school districts confront the need to prepare students for a rapidly changing workforce where automation and artificial intelligence is disrupting the bulk of the blue-collar jobs that high school graduates entering the workforce would have traditionally taken.</p>
<p>But beyond providing the tools for a makerspace, schools and districts must also ensure students are being equipped with the practical skills to effectively use those tools, giving them something to market when applying for jobs down the road. That's perhaps the most valuable aspect of Burleson's cross-curricular approach, which teaches those skills through fun activities. In some schools, students have also used tools commonly found in makerspaces, like 3-D printers, on practical projects<span> </span><a href="http://www.courant.com/breaking-news/hc-manchester-printed-hands-0203-20170131-story.html" target="_blank" rel="noopener">like the creation of prosthetic hands</a>, often with collaboration from nonprofit or private organizations.</p>
<p>In the end, any overhaul in learning should prioritize how the effort expands opportunities that previously didn't exist for students, better preparing them for the jobs of tomorrow<span> </span><span>— accounting as much as possible for those <a href="http://www.huffingtonpost.ca/craig-and-marc-kielburger/future-job-market_b_16687862.html" target="_blank" rel="noopener">that don't even exist yet</a>.</span></p>
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<div class="reading-list"><h3>Recommended Reading:</h3>
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<li><span class="label label-subtle"><img src="https://www.google.com/s2/favicons?domain=https://www.eschoolnews.com/2018/03/20/new-librarian-created-makerspace/"/><span> </span><span>ESchool News</span></span><a href="https://www.eschoolnews.com/2018/03/20/new-librarian-created-makerspace/">The New Librarian: How I created a makerspace<img src="https://www.educationdive.com/static/img/offsite_black.png?373409101117" class="off-site-link" alt="offsite link"/></a></li>
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</div> Districts Give New Life to Old School Busestag:schoolleadership20.com,2018-01-31:1990010:Topic:3111692018-01-31T20:00:16.864ZMichael Keanyhttps://schoolleadership20.com/profile/MichaelKeany91
<p><a href="http://portal.criticalimpact.com/go.cfm?a=1&eid=592478ae0dfce2b9959f1361e3e000aa&c=25742&jid=666eebe64b8e1423&d=5f710e4f8009f41f3947229f28c3afba" rel="noopener" target="_blank"><span><strong>Districts Give New Life to Old School Buses</strong></span></a><br></br><span>Repurposing buses no longer suitable for daily transportation has provided schools with mobile makerspaces, traveling cafés and bookmobiles. The practice allows for extended use of an asset and adds a…</span></p>
<p><a href="http://portal.criticalimpact.com/go.cfm?a=1&eid=592478ae0dfce2b9959f1361e3e000aa&c=25742&jid=666eebe64b8e1423&d=5f710e4f8009f41f3947229f28c3afba" target="_blank" rel="noopener"><span><strong>Districts Give New Life to Old School Buses</strong></span></a><br/><span>Repurposing buses no longer suitable for daily transportation has provided schools with mobile makerspaces, traveling cafés and bookmobiles. The practice allows for extended use of an asset and adds a mobile dimension to programs that districts cannot always find space for in traditional classrooms. <em>(District Administration, Jan. 24)</em></span></p>
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<p><span>Click on title to read full article</span></p>