Principal - September/October 2019 - 23

We must model UDL best
practices and provide teachers
with firm goals and flexible
means for achieving those goals.

before, during, and after professional development and instructional coaching sessions.
„ Activate background knowledge by making
explicit connections to UDL and other pedagogy your staff is familiar with.
Measuring Progress

might be, "If someone-not any of you, of
course-were going to say implementation
would be difficult, why would they say that?"
„ Offer strategies and resources for coping
when implementation isn't going as smoothly
as expected. Use mindfulness exercises, professional learning communities, and open
forums at staff meetings.
„ Embrace feedback by modeling the
importance of voice. At the end of every
faculty meeting and professional development session, ask colleagues, "What is one
thing I could do differently in the design
of this meeting to increase engagement?"
and suggest the sentence starter, "It
would be cool if ..."
Flexibility in Representation

How do you learn best? Do you prefer to
watch a video, read a book, participate in a
discussion, watch a lecture, read a blog, or
listen to a podcast? Each of your educators
has their own unique learning profile and
may prefer certain media.
When providing professional development to our educators, we must practice
what we preach by offering firm goals but
flexible means. If we deliver information
in a one-size-fits-all fashion in professional
development or faculty meetings, what kind
of message are we sending about UDL? The
following are tips based on the UDL guidelines for representation:
„ Provide a variety of rich resources, including
scheduled time to support implementation.
A book club is not for everyone!
„ Clarify complex language surrounding
UDL, and offer tools and supports to help
"unpack" its guidelines and checkpoints.
„ Offer multiple media, such as visuals, videos,
and audio materials to support learning

www.naesp.org

Providing mastery-oriented feedback to
teachers is a wonderful way to model UDL
practices. Allow them to use tools such as
CAST's UDL Progression Rubric to self- assess.
By providing regular opportunities for feedback and encouraging teachers to provide
feedback to each other, you can create a culture of growth and acceptance. Here are more
ways to help model multiple means of action
and expression:
„ Allow multiple methods for teachers to provide feedback on how implementation is
going. Exit tickets, Google forms, establishment of leadership teams, and one-on-one
meetings are good options.
„ Provide ongoing opportunities for staff
to improve their practice and self-reflect.
Could you encourage interaction journals,
facilitate data meetings, or look at student
work protocols?
„ Provide self-assessment tools and graduated levels of support such as the UDL
Progression Rubric so teachers can
reflect on their teaching and set goals
for improvement.
„ Once teachers select areas in which
they want to implement UDL, check on
the progress of those goals regularly
through informal coffee meetings,
notes of encouragement, and classroom
walk-throughs.
Implementation of a new initiative takes a
village. By modeling UDL's best practices
through professional development and ongoing support, you will eventually create an
atmosphere in which each educator lives and
breathes UDL.
Katie Novak is a consultant, assistant superintendent
of schools in Massachusetts, and author of UDL Now!

Principal n September/October 2019

23


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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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