Major "Wonderings" of School Leaders

Staff development: 

How can I, as a principal, ensure teachers understand how to access student test scores, educational and demographic data?

Teachers at our school are required to sign off that they have seen the special education forms for their students; however, although teachers are encouraged to look through the data on all their students, this is the only time teachers are actually required to look at the it, and only for their special education students. 

There is some indication that teachers do not take the time to go through the information.  Part of the reason they may not be accessing the data is that it is difficult to navigate the software that houses that data.  If teachers were to receive training in the software in order to feel more comfortable accessing the data, they would be more likely to do so. 

Curriculum Development: 

How can all teachers incorporate the standards for basic writing into their daily curriculum?

All teachers use writing in their curriculum, however, if basic writing skills were incorporated into daily activities, students would benefit with the repetition and reinforcement of those skills.  This could be done in the form of a writing prompt covering a different vocabulary word each day. 

Individual Teachers: 

Would a series of communications with the aim of clarifying policy improve staff morale?

Teachers, like everyone, feel more comfortable knowing the rules.  When changes in policy occur at the district or campus level, those changes need to be addressed and clarified in order to alleviate stress and concern.  When teachers are unsure as to what is expected, morale deteriorates.

Individual Students: 

If teachers were more familiar with the demographic and learning backgrounds of special education students, would they be more likely to use appropriate teaching strategies with those children?

It’s not enough for teachers to understand how to access demographic and learning backgrounds of special needs students, teachers also need to be aware of how they can use that data to enhance student learning.  Training on how to interpret the data as well as in-service regarding teaching strategies might ensure that teachers would be able to use that information to better enhance student learning.

School Culture/Community: 

Could a “Tardy Round-up” bring a more ordered climate to our school and the start of the day/class periods?

The beginning of the day is hectic, with some students rushing to class, others hanging out, waiting until the last second to sprint for class, and still others sauntering through the halls, knowing exactly the amount of tardies they have left before they get called down to the office.  Teachers are forced to wait several minutes after class begins if they want to make sure all their students are present.  A “Tardy Round-Up” – where students are locked out of the classroom after the tardy bell and brought down to the office to have their tardies recorded, may reduce the amount of tardies overall and bring order to the beginning of each class period.

Leadership:

What can I learn by exploring teacher and staff perceptions about my leadership abilities?

Leaders often live in isolation.  Teachers and staff may have perceptions based on the principal’s leadership style, her demeanor, and any number of other things.  The principal needs to be honest enough with herself to realize that while those perception may be wrong, they still exist.  A survey or a suggestion box might be a way to allow teachers to openly express those perceptions so the principal can address them.

Management:

How can we improve testing procedures in order to reduce the amount of time proctors spend helping students code their booklets?

Our school gives the PSAT to all sophomores and juniors.  Students are supposed to code their information onto the test form before the test.  Many students are unprepared to code some of their information, such as their social security, school identification number, and even address and phone number.  For this reason, often the testing starts late, the school schedule has to be realigned,  and students requiring extra time have to be relocated.

School Performance: 

How can CTE teachers support student performance in core classes?

Career and Technology Education classes are often project-based classes.  By combining core-related activities into those projects, students would receive reinforcement in related core classes.  Core and CTE teachers could work together in order to ensure the projects covered specific activities and/or contributed to core-related projects.

Social Justice/Equity Issues: 

How can we reduce the gender gap in non-traditional CTE courses?

The ratio of many Career and Technology classes are slanted toward one gender or the other.  Classes in nursing, childcare and family living are predominantly female, while classes in auto mechanics, welding and programming are predominantly male.  Schools need to raise awareness of the issue amongst students, as well as inform students of the existence and benefits of those classes.  Increasing the gender ratio of those classes would open up opportunities for all students regardless of gender.