Principal - September/October 2019 - 22

NEURAL
NETWORKS
UDL helps remove barriers
to learning by activating
three networks of the brain:
the affective network (the
"why" of learning), the
recognition network (the
"what" of learning), and
the strategic network (the
"how" of learning).

22

UDL will come more easily to some than to
others. Our job as educational leaders is to
ensure that all are provided with the necessary support and guidance to be successful.
We must model UDL best practices and
provide teachers with firm goals and flexible
means for achieving those goals.
Engage for Efficacy

John Hattie's Visible Learning studies show
that collective teacher efficacy is one of the
most important factors in implementing
change. To be successful, teachers must
believe they have the ability to teach all students and that parents, administrators, and
students are doing their best.
To help ensure teacher efficacy, leaders
must provide multiple means of engagement.
Educators need to see the data, the research,
and the success stories that come with high
self-efficacy and inclusion. We need to stimulate
their interest by showing them why change is
necessary and how the practices we recommend
are relevant to them. We need to provide tools
to help them persist even when initial attempts
fail, and we must foster a community where they
can learn and inspire one another.

Principal n September/October 2019

Implementation of new initiatives often starts
by engaging early adopters, powering through
periods of disengagement and frustration,
and proving through data that the systems are
effective. Subsequently, other staff members will
become more engaged.
Implementation is hard work, and periods of disengagement and disillusionment
are normal parts of the process. Having a
strong, inspiring leader who is dedicated to
modeling the practices he or she promotes
is always an asset to a school or district when
things get difficult.
Modeling effective UDL practices involves giving teachers voice and choice in how they learn
about the UDL framework. UDL guidelines
remind us how to do this:
„ Recruit teachers' interest by providing a
forum where they can share current challenges in the classroom and offer examples
of how UDL might help them address those
challenges. Encourage everyone to share
strategies for eliminating a barrier.
„ Create a "safe space" for educators to share
their ideas and feedback by minimizing
threats and distractions. A great prompt

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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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