Principal - September/October 2019 - 19

resources and creating the structures for teachers to learn outside the supervisory relationship.
This creates opportunities for meaningful
teacher leadership focusing on instruction.
Principals can work collaboratively with teachers to answer questions such as, "How can
we use staff meetings to prepare ourselves to
pursue our own goals as practitioners?" Such
practices support teachers in developing a
sense of personal accountability to their students and colleagues.
Expert learners see failure not as an end
result, but as a step toward revision and success.
Principals can model this by trying new ways of
conducting faculty meetings, for example, and
gathering feedback before trying again. Some
principals go so far as to share all of their missteps with teachers and students as pathways to
new learning.
Teachers learning UDL for the first time
often react in this way: "This gives language
and structure to what I have been trying to do
this whole time." Or, "This is a totally different
way of seeing my job and how I interact with
learners and curriculum; I don't know where
to start." Or, somewhere in between: "I use
many of these practices already; I guess I'm
already doing UDL."
Principals can acknowledge the work teachers
are already doing while challenging everyone
to think about how, when, for whom, and under
what circumstances we intentionally employ the
practices detailed in the UDL Guidelines.
3. By Implementing Structural Changes

Like the studs in the wall or the foundation of
a house, we often forget about the importance
of school structures: the schedule, the policies,
the staffing, and even the building itself-all of
the ways we organize time, space, and resources.
Principals play a key role in considering how
these support or interfere with the development
of young people and teachers as expert learners.
Working with leadership teams, teachers,
and other administrators, principals can multiply the effect of instructional changes in the
classroom by applying CAST's UDL Guidelines
and mindset across school systems and procedures. This includes whole-school thinking
about barriers to engagement, representation,
action, and expression.
Imagine rethinking the school schedule
with an eye toward the learning goals of
young people and teachers. Imagine doing
the same for cafeteria design. Imagine a
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teacher evaluation process that honors teachers as resourceful, goal-directed learners.
Imagine student supports that begin with the
learner's own goals.
The learner's attention is the currency of a
school. The more engaged attention learners
give to a topic, the more they will learn. More
elaborate methods of attention control or more
amusing song-and-dance routines are not the
answer to capturing learner attention. Every
decision we make has the potential to affect
how students focus their attention.
School leaders can use UDL as a lens for
these decisions, asking questions such as: "Does
this decision increase or decrease barriers to
engagement?" "How is information represented
so that all have access?" "How can all learners
express what they know?" Only with clear-eyed,
intentional design can schools become the vehicles and venues for equity, fulfilling the promise
of free universal schooling.
Bill Wilmot is a UDL Implementation Specialist at CAST.

The author thanks colleagues Niel Albero, David
Gordon, Jennifer Levine, Melissa Sanjeh, and Susan
Shapiro for their comments and contributions.
Principal n September/October 2019

19


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Principal - September/October 2019

Table of Contents for the Digital Edition of Principal - September/October 2019

From the Editor
Snapshots
5 Things
Getting to Why
A Brighter Future for Personalized Learning
Models of Voice and Choice
When Rural Gets Personal
Research Roundup: The Personal Touch
New Sensation
The Language of Learning
Giving Back, Together
In the Spotlight
Practitioner’s Corner
Early Career
Raising the Bar
The Reflective Principal
Speaking Out
Parents & Schools
NAESP Partners & Advertiser Index
Principal - September/October 2019 - Cover1
Principal - September/October 2019 - Cover2
Principal - September/October 2019 - 1
Principal - September/October 2019 - 2
Principal - September/October 2019 - 3
Principal - September/October 2019 - From the Editor
Principal - September/October 2019 - 5
Principal - September/October 2019 - Snapshots
Principal - September/October 2019 - 7
Principal - September/October 2019 - 5 Things
Principal - September/October 2019 - 9
Principal - September/October 2019 - Getting to Why
Principal - September/October 2019 - 11
Principal - September/October 2019 - 12
Principal - September/October 2019 - 13
Principal - September/October 2019 - 14
Principal - September/October 2019 - 15
Principal - September/October 2019 - A Brighter Future for Personalized Learning
Principal - September/October 2019 - 17
Principal - September/October 2019 - 18
Principal - September/October 2019 - 19
Principal - September/October 2019 - Models of Voice and Choice
Principal - September/October 2019 - 21
Principal - September/October 2019 - 22
Principal - September/October 2019 - 23
Principal - September/October 2019 - When Rural Gets Personal
Principal - September/October 2019 - 25
Principal - September/October 2019 - 26
Principal - September/October 2019 - 27
Principal - September/October 2019 - Research Roundup: The Personal Touch
Principal - September/October 2019 - 29
Principal - September/October 2019 - New Sensation
Principal - September/October 2019 - 31
Principal - September/October 2019 - The Language of Learning
Principal - September/October 2019 - 33
Principal - September/October 2019 - 34
Principal - September/October 2019 - 35
Principal - September/October 2019 - Giving Back, Together
Principal - September/October 2019 - 37
Principal - September/October 2019 - 38
Principal - September/October 2019 - 39
Principal - September/October 2019 - In the Spotlight
Principal - September/October 2019 - 41
Principal - September/October 2019 - Practitioner’s Corner
Principal - September/October 2019 - 43
Principal - September/October 2019 - Early Career
Principal - September/October 2019 - 45
Principal - September/October 2019 - Raising the Bar
Principal - September/October 2019 - 47
Principal - September/October 2019 - The Reflective Principal
Principal - September/October 2019 - 49
Principal - September/October 2019 - 50
Principal - September/October 2019 - 51
Principal - September/October 2019 - Speaking Out
Principal - September/October 2019 - 53
Principal - September/October 2019 - Parents & Schools
Principal - September/October 2019 - NAESP Partners & Advertiser Index
Principal - September/October 2019 - 56
Principal - September/October 2019 - Cover3
Principal - September/October 2019 - Cover4
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