Principal - November/December 2019 - 13

a means to correct deficits or address disruptive
behavior to being an impetus for leaders to
examine how schools play a role in certain students' lack of success and to find ways to build
on each child's assets.
Adult Learning

Teachers have hundreds of interactions with
students every day and often make quick judgments that are influenced by stereotypes and
unconscious bias. The effects of bias on students can be deep and lasting among children
who perceive themselves as unable to excel. The
effect takes a toll on students' self-esteem and
compounds as the years pass, leading to lower
college graduation rates, lower-paying jobs, and
fewer employment opportunities.

Leaders must recognize that no one is free
of bias. How students see themselves relies
heavily on their relationships with teachers,
so creating opportunities for teachers to identify and mitigate bias is critical. Adults need
time for self-reflection to understand and
explore their identities and how unconscious
biases might be revealed in their practice and
interpersonal interactions.
The danger is that the opportunity is carried
out on the surface level-as one-time diversity
training that's driven by compliance. School
districts must commit to cultural sensitivity
and implicit-bias professional learning experiences long-term.
This is likely to draw pushback from stakeholders who insist they don't have biases or are

Tap All Available Resources
To successfully promote SEAD, a school's resources-
staff, time, money, technology, physical space, and
community partnerships-must support its vision
for student success, Integrating Social, Emotional,
and Academic Development says. School leaders must
identify all resources available and maximize their
use to make salient improvements to the student and
teacher experience.
Begin with an assessment of your current
investments and how well they meet student and
teacher needs. Does the school's curriculum
reinforce social-emotional competencies and
guarantee enough time to teach them? Is there
a district or external curriculum that suits your
students and teachers best? Do staffing and groups
build strong student/teacher relationships?
To ensure that your vision drives resource
usage, the Aspen Institute's guide suggests several
high-impact actions:
„ Use data to review your school improvement plan
annually and engage the whole community in
updating the school's vision for student success
aligned to that plan.

www.naesp.org

„ Ensure that your vision for student success addresses
the distinct developmental needs of the students you
serve (e.g., young children vs. adolescents).
„ Communicate clearly and consistently about
specific attributes of the school's vision for student
success and the strategies and resource decisions
that advance this vision.
„ Map investments (e.g., instructional programs,
personnel, co-curriculars, partnerships) against
specific elements of the school's vision as a
leadership team.
„ Invest every adult who interacts with students,
including specialists and support personnel, in
understanding the school's vision and taking
ownership for enacting it.
„ Establish classroom communities and build
authentic relationships with students that are
warm, positive, and welcoming, with clear rules
and procedures.
„ Reinforce the vision for student success as an
organizing principle for every decision the
school makes.
„ Develop measurable outcomes for each critical
aspect of achieving the vision for student success.

Principal n November/December 2019

13


http://www.naesp.org

Principal - November/December 2019

Table of Contents for the Digital Edition of Principal - November/December 2019

from the editor
Snapshots
5 Things
Intertwined for Achievement
Planting the SEAD
Making PLCs a Plus
Measuring Up
Look Out for the Leader
Engagement Across the Generations
The Sum of Its Parts
Putting the “Fun” in Fundraising
NAESP 2019 National Distinguished Principals
In the Spotlight
Practitioner’s Corner
Raising the Bar
Principal’s Bookshelf
School Law
NAESP Partners & Advertiser Index
Speaking Out
Parents & Schools
Parents & Schools
Principal - November/December 2019 - Cover1
Principal - November/December 2019 - Cover2
Principal - November/December 2019 - 1
Principal - November/December 2019 - 2
Principal - November/December 2019 - 3
Principal - November/December 2019 - from the editor
Principal - November/December 2019 - 5
Principal - November/December 2019 - Snapshots
Principal - November/December 2019 - 7
Principal - November/December 2019 - 5 Things
Principal - November/December 2019 - 9
Principal - November/December 2019 - Intertwined for Achievement
Principal - November/December 2019 - 11
Principal - November/December 2019 - 12
Principal - November/December 2019 - 13
Principal - November/December 2019 - 14
Principal - November/December 2019 - Planting the SEAD
Principal - November/December 2019 - Making PLCs a Plus
Principal - November/December 2019 - 17
Principal - November/December 2019 - 18
Principal - November/December 2019 - 19
Principal - November/December 2019 - Measuring Up
Principal - November/December 2019 - 21
Principal - November/December 2019 - 22
Principal - November/December 2019 - 23
Principal - November/December 2019 - Look Out for the Leader
Principal - November/December 2019 - 25
Principal - November/December 2019 - Engagement Across the Generations
Principal - November/December 2019 - 27
Principal - November/December 2019 - The Sum of Its Parts
Principal - November/December 2019 - 29
Principal - November/December 2019 - 30
Principal - November/December 2019 - 31
Principal - November/December 2019 - Putting the “Fun” in Fundraising
Principal - November/December 2019 - 33
Principal - November/December 2019 - 34
Principal - November/December 2019 - 35
Principal - November/December 2019 - NAESP 2019 National Distinguished Principals
Principal - November/December 2019 - 37
Principal - November/December 2019 - 38
Principal - November/December 2019 - 39
Principal - November/December 2019 - 40
Principal - November/December 2019 - 41
Principal - November/December 2019 - 42
Principal - November/December 2019 - 43
Principal - November/December 2019 - In the Spotlight
Principal - November/December 2019 - 45
Principal - November/December 2019 - Practitioner’s Corner
Principal - November/December 2019 - 47
Principal - November/December 2019 - 48
Principal - November/December 2019 - 49
Principal - November/December 2019 - Raising the Bar
Principal - November/December 2019 - 51
Principal - November/December 2019 - Principal’s Bookshelf
Principal - November/December 2019 - 53
Principal - November/December 2019 - School Law
Principal - November/December 2019 - NAESP Partners & Advertiser Index
Principal - November/December 2019 - 56
Principal - November/December 2019 - 57
Principal - November/December 2019 - Speaking Out
Principal - November/December 2019 - 59
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - 61
Principal - November/December 2019 - 62
Principal - November/December 2019 - 63
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - Cover3
Principal - November/December 2019 - Cover4
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