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An Action Plan for Principal Priorities (Focusing on Joy, Part 5)

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appreciation
principals celebrating

The three components of the Principal Priorities Framework are not to be analyzed and implemented in a linear way; they are interactively built over time, based on the needs of your community. Begin by self-assessing the elements of strength and areas in need of growth and create an action plan. Begin with an initial analysis of the strengths and needs of your leadership practices, teacher attributes, and school community.

Principal Priorities

We find that many leaders begin with addressing their culture to ensure equity and inclusion. This is critically important, but without ensuring the clarity of goals and expectations, and the pathways that communicate them so that all teachers, students, and families have input and understand them, there is no collective agreement. Without building up the teachers and systems, there is no vehicle for developing a successful culture. That is why it is important to prioritize areas that are interconnected, so an action plan needs to include opportunities to combine goals to ensure the ongoing development of a symbiotic system.

Starting with building on strengths in these three areas cultivates confidence and willingness to look at areas for development. We are always looking for buy in, and that starts with positivity. Leaders intentionally begin with actions that can realize results in a timely manner, moving toward additional actions over time.

“I start every year with three or four attainable goals that can be accomplished within the first weeks of school, so we can celebrate successes and build on them.” (Elementary School Principal)

It is important to include a process for data collection, to guide implementation, review periodically to make necessary adjustments, and provide evidence of success and celebration.

“We are very intentional in our planning, using our strong data collection system that includes reflecting on student data and learning needs and getting feedback from teachers about their instruction and engagement based on student data to plan for coaching and professional development goals.” (Instructional Coach)

After data collection and reflection, principals bring their Action Plan drafts to their staff for feedback to set short term and long term goals. After getting staff feedback, leaders need to reflect and commit to the Action Plan. Then, they can share with staff and ask for the support of the whole teaching community and set schoolwide goals.

  • What are 1-2 immediate goals that we can accomplish this week that can make a positive change in our school? What actions can we take to achieve that goal?
  • What are 2-3 long term goals we can accomplish to support our school’s culture, clarity, and collective efficacy? What actions can we take to achieve that goal?
  • What do we need to make this happen?

Once consensus is reached, determine what professional development, curriculum resources, time, and other supports are needed for success. An agreed upon guided implementation plan that includes periodic data collection and analysis is also important, as the Action Plan needs to be revised over time.

Principals are the cornerstone in our work to revitalize the culture of schools and the district as a whole in order to ensure a safe and inclusive learning environment for each and every student to thrive. However, it’s the teachers, students, and community that can make change happen and are best served by the success of these priorities!

Author Bios

Bonnie D. Houck is an experienced teacher, administrator, consultant, coach, author, speaker, and trainer who specializes in literacy leadership development and positive school change. Bonnie has authored books, journal articles, blogs, and webinars focused on literacy and leadership.

Tracy Frederick Corcoran serves as the Director of Teaching and Learning for a Twin Cities area school district. Tracy is an experienced teacher, instructional coach, curriculum coordinator, and AVID District Director, who enjoys providing professional development across the country. 

Creating an Inclusive Culture for All (Focusing on Joy, Part 2)

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Teacher and student
Teaching plant biology

“Inclusive educators believe in valuing student differences and supporting their learning needs to the greatest extent possible!” (Nicole Eredics, Inclusion in Action, 2018)

Creating and supporting a thriving school culture is the first of three principles in the Principal Priorities Framework components. The Centre for Studies of Inclusive Education (2021) describes an inclusive school culture as an evolving and developing community that seeks to make all members feel welcome; has a common, shared philosophy; incorporates high, attainable expectations; and values equity. The commitment to quality is accompanied by the removal of barriers and obstacles for the success of each individual and the system as a whole. Principals can do a self-check to analyze the elements of strengths and identify areas in need of development.

Prioritizing Culture
  • Shared Values—A unified belief in the students and community that drives all words and actions each day.This vision relies upon the unwavering focus on student learning, with decision making that is consistent to that vision, and respectful accountability so that shared values are honored. (American Institute for Research, 20210)
  • Community—Dedication to creating a safe and welcoming environment that ensures all educators and students know that they belong. This comes from a commitment to working together with mutual respect and the ability to “agree to disagree.” Facts and opinions are discussed and explored with a critical lens so that students develop their analytical skills, while respecting others. (Emberley Center, 2021)
  • Inclusiveness—Active, intentional actions to cultivate instructional practices that are equitable, as well as culturally and linguistically relevant. Ongoing efforts for teachers to reflect on and analyze their own racial, gender, and other biases as well as those in instructional resources and delivery, as well as the overall classroom and school environment, are critical in fostering a sense of belonging for all. (USC Rossier School of Education, 2021)
  • Student Focus—Commitment to the affective and academic engagement and success of each and every student. When we make social-emotional learning (SEL) and student affective and academic growth a priority, students’ overall  outcomes improve and students, as well as teachers, feel successful. (Reckmeyer, 2021)
  • Engagement—Everyone is committed to the success of every student and the school as a whole. Most importantly, teachers need to be  active in the decision making and planning: “ by providing teachers with the opportunity to voice their opinions on different areas that affect their engagement, principals can better partner with teachers to enhance a culture of engagement. Together, they can create an environment that is more conducive to teacher productivity, which fosters the classroom environment best suited for student engagement, hope and learning.” (Reckmeyer, 2021)

These bulleted elements cannot just be lip service; they work together to develop a sense of belonging and safety necessary for students and teachers to want to come to school and learn together. Principals must partner with teachers and students to cultivate a positive, engaging, and inclusive classroom and overall school culture.

Author Bios

Bonnie D. Houck is an experienced teacher, administrator, consultant, coach, author, speaker, and trainer who specializes in literacy leadership development and positive school change. Bonnie has authored books, journal articles, blogs, and webinars focused on literacy and leadership.

Tracy Frederick Corcoran serves as the Director of Teaching and Learning for a Twin Cities area school district. Tracy is an experienced teacher, instructional coach, curriculum coordinator, and AVID District Director, who enjoys providing professional development across the country. 

Restoring an Enduring, Joyful, Learning Environment (Focusing on Joy, Part 1)

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joyful culture
joyful culture

“Choose a job you love and you will never have to work a day in your life.” (Confucius)

Why Do Principals Need to Prioritize?

I have spent the past three decades learning everything I can about leadership and literacy in education. Research, practice, and ideas have changed and evolved, but certain elements remain: the heart of everything we do is the love of learning. While coaching school and district leaders in the past several years, I realized the strain on school principals to move beyond an administrator and instructional leader, keeping track of the pulse of culture, while ensuring that learning goals are met.

I reached out to several colleagues, beginning rich conversations about exciting new ways of viewing educational systems. A particularly resonant conversation was with my friend Tracy. We have worked together and stayed connected over the past decade and agree that a climate of high executions for learning needs to be well supported by fun! We also realized that if the leaders are not having fun, neither are the teachers and the students. So, we embarked on an intellectual quest of sorts: how can we live and work within chaos and find that love for learning that first inspired us?

The first part of this blog series will look at five areas behind analyzing and organizing priorities to focus passion and keep joy as the focal point. Then, we will move to interview leaders whose passion has kept their leadership fresh, inviting and effective.

Restoring an Enduring, Joyful, Learning Environment

by Bonnie D. Houck and Tracy Frederick Corcoran

“In today’s climate of heightened expectations, principals are in the hot seat to improve teaching and learning. They need to be educational visionaries; instructional and curriculum leaders; assessment experts; disciplinarians; community builders; public relations experts; budget analysts; facility managers; special program administrators; and expert overseers of legal, contractual, and policy mandates and initiatives. They are expected to broker the often-conflicting interests of parents, teachers, students, district officials, unions, and state and federal agencies, and they need to be sensitive to the widening range of student needs. Although that job description sounds overwhelming, at least it signals that the field has begun to give overdue recognition to the indispensable role of and mounting demands on principals.” (M. Christine DeVita, President, The Wallace Foundation, 2013)

In order to respond to this need to support our school leaders in managing the enormous tasks assigned to them, this blog series will unpack three essential “principal priorities” that can create a framework for decision making in the short term, but also have promise for lasting leadership.

Prioritizing in Chaotic Times?

During the past two years, the constant navigation of necessary changes due to the pandemic have required teachers and leaders to constantly pivot and regroup. We recognize that teachers have had a lot of “heavy lifting” in ensuring our students have access to inclusive learning opportunities both in schools and online. But, behind the scenes, principals and district leaders have had to make incredibly difficult and timely decisions with a historical or research based context. Principals have to be the face of the calm in the storm. But, behind the scenes, they have communicated the district decisions and taken the brunt of the frustration of teachers and the community.

What can principals do to stay emotionally healthy while doing the important job of managing an ongoing and changing crisis? What is essential?

What is Essential?
The Principal Priorities Framework

A framework is an essential, supporting structure that provides a solid foundation for sharpened decision-making that ensures alignment within and across schools as we rebuild. Our framework for principal priorities has three critical elements: culture, clarity, and collective efficacy.  Each element has components for safe, healthy, and inclusive school environments, with intentional goals for all. 

collective efficacy culture clarity

Culture: The culture of a school sets the foundation for teaching and learning. Researchers at Harvard Graduate School of Education (2018) found that a strong, cohesive culture relies upon collective knowledge of a school’s distinctive character and the collegial interactions that make that character thrive.

Next week, read Blog #2: “Creating an Inclusive Culture for All.”

Clarity: Organizational clarity ensures clear goals and expectations for staff, students, and the entire community, minimizing confusion and discord. Clarity and transparency is needed to alleviate the stress, anxiety and continuous change in the field of education, especially after the disruptions over the past few years.

The following week, read Blog #3: “Communicating for Clarity to Engage and Empower.”

Collective Efficacy: Collective efficacy is supported by the belief that leaders and teachers best impact the inclusive sense of belonging and continuous learning of students when they work as a team.

For week five, we’re featuring Blog #4: “Collective Efficacy and Action to Positively Influence Students and Learning.” 

An Action Plan for Principal Priorities: Principles can use this framework to analyze their own strengths in planning and implementing these three foundational priorities.

Wrapping up this series, read Blog #5: “Creating Your Priority Action Plan.”

Author Bios

Bonnie D. Houck is an experienced teacher, administrator, consultant, coach, author, speaker, and trainer who specializes in literacy leadership development and positive school change. Bonnie has authored books, journal articles, blogs, and webinars focused on literacy and leadership.

Tracy Frederick Corcoran serves as the Director of Teaching and Learning for a Twin Cities area school district. Tracy is an experienced teacher, instructional coach, curriculum coordinator, and AVID District Director, who enjoys providing professional development across the country.