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Crafting a Culture of Equity

Whistling Vivaldi
Claude M. Steele

Stereotype threats are explored regarding their


limiting factors on the performance of subgroups
including those defined by race, gender, or identity.
Eliminating the existence of identity contingencies
in public school cultures is the aim of any school
leader who is truly committed to the care and
growth of all students. Working memory usurped
by these contingencies sadly inhibits performance
and truncates growth in many of our students.
Antiracist School Leadership: Toward Equity in
Education for America’s Students
Jeffrey S. Brooks & Noelle Witherspoon Arnold

School leaders aiming to mitigate structural racism


in their buildings can initiate change by first
guiding staff through a self-analysis of their
preexisting schema regarding equity, to then
facilitate honest discussion regarding its impact.
Ingraining cultural competencies in pedagogy
fosters significant growth and increases important
community involvement, as well. PD focused on
shifting deficit mentalities to abundance ones
unfailingly increases the care factor of a school
culture which then nurtures durable academic
growth.
Instructional Coaching
Teach Like a Champion 2.0
Doug Lemov

Practical pedagogical strategies directed at


increased student mastery of curriculum are
presented with memorable names to institutionalize
vocabulary. Skills included improve both novice
and veteran teachers with classroom management,
instructional pacing, and ingraining a culture of
applicable assessments. Rigor, planning, and
differentiation are all enhanced through adopting
these refining practices. Videos of the strategies in
practice are included on the companion DVD.
The First Days of School
Harry K. and Rosemary T. Wong

Strategic and thorough planning of classroom


procedures supports a positive environment,
productive classroom management, and increased
lesson mastery. The teacher as a professional is
outlined in detail as well as the reinforcing of the
value of research-based teaching practices.
Extensions and videos are referenced for deeper
exploration of topics to best meet teacher needs.
The Growth Mindset Coach
Annie Brock and Heather Hundley

Practical applications of Carol Dweck’s


groundbreaking theories are shaped around
monthly themes that can be the basis of whole-staff
PD or a smaller-scale staff book club. Student
activities spinning off from the themes allow facets
of a growth mindset such as accepting feedback and
self-care to be expanded to address social-
emotional needs of a school’s student population,
additionally.
Practice Perfect
Doug Lemov, Erica Woolway, & Kate Yezzi

Detailed methodology to support increased


retention of concepts is presented with snappy titles
that facilitate application in any level classroom.
Normalizing practice as a necessary element for
mastery is bolstered by effective praise, specific
feedback, and embracing error. Incorporating
natural competition and the need for joy in
classroom cultures are addressed as effective
elements of instruction.
Make It Stick
Peter C. Brown, Henry L. Roediger III, & Mark A. McDaniel

Encoding novel information and consolidating it to


allow for long-term retention are a need for all
students to perform strongly on end of course tests
as well as to facilitate the application of prior
knowledge when acquiring new concepts. Effortful
retrieval strengthens memories and connecting
ideas into mental models supports this action.
Interleaving practice sessions and varied practice
conditions foster more durable retention and are
important elements to integrate into instruction.
Better Than Carrots or Sticks
Dominique Smith, Douglas Fisher, & Nancy Frey

Revolutionizing a school’s discipline system to best


support instructional engagement and cultivate
behavioral maturation using restorative practices is
a research-based strategy outlined. Intentionally
building trust, modeling respect, and ingraining
optimism are foundational elements established
through these practices and foster a safe school
culture for all. Behavioral growth is the inevitable
outcome of this discipline program, with SEL needs
of students being met through intentional efforts
aimed at developing long-term skills needed for
success in all areas of life.
Classroom Instruction that Works
Ceri Dean, Elizabeth R. Hubbell, Howard Pitler, & BJ Stone

Broadly applicable instructional frameworks based


on Marzano’s body of research include using
objectives and feedback as a foundation of mastery.
Layering those with effectively reinforcing effort
and recognition to encourage sustained effort is
also presented with steps to facilitate effective use
in any classroom. Supporting mastery through
differentiated instruction that meets the inevitably
varied needs in every classroom is delineated for
smooth use and extension strategies appropriate for
all learners are presented as well.
Mastery Teaching
Madeline Hunter

This classic pedagogy manual continues to ring true


as a strong elemental manual for quality teaching.
Engaging the whole learner is highlighted as well
as the need to connect content to learners’ interests.
Quality practice is explored as an important step in
sustained mastery and Bloom’s Taxonomy is
intertwined gracefully with foundational lesson
planning. A gradual release of control was a
hallmark of this long-standing text and supports
independent learning for students as lifelong
learners.
Crucial Conversations
Kerry Patterson, Joseph Grenny, R. McMillan, & Al Switzler

Coaching staff to address disagreements toward a


productive end is a valuable tool for optimal
collaboration in schools. Finding a mutual purpose
from a shared pool of meaning provides
groundwork upon which safe conversations can
yield impactful team solutions to benefit students
and enhance a school’s culture. The honest sharing
that ensues from employing these strategies
validates concerns from all while moving
conversations toward action and strengthens
important relationships in the school social
ecosystem.
Engaging Students with Poverty in Mind
Eric Jensen

Building an understanding of the deleterious impact


of growing up in poverty establishes staff empathy
for and understanding of the real challenges many
student carry to school daily. Practical strategies
follow that are both research-driven and impactful
to better increase academic and behavioral success
for our populations who deserve adult support to
overcome barriers they live daily.
School Leadership
The 7 Habits of Highly Effective People
Stephen R. Covey

Covey’s touchstone principles are a powerful


compass for school leaders to exponentially
increase efficacy as lead learners. Modeling of the
habits, such as being Proactive and Thinking Win-
Win, also provide an ingrained coaching
opportunity for shaping staff performance, as well.
As these habits apply to all ages, explicit
instruction for students will enhance the soft skills
so vital for extended academic and job success.
How to Win Friends & Influence People
Dale Carnegie

Carnegie’s simple, yet powerful strategies provide


robust situations to allow school leaders to increase
their impact with staff, parents, students, and on the
overall school culture. These also communicate
respect and appreciation for all through meeting
basic human needs such as being listened to and not
publicly criticized. These augment PBIS themes
and the SEL curriculum of any school and cultivate
a collaborative environment for student growth.
Leadership Gold
John C. Maxwell

Maxwell’s servant leadership style creates a


realistic outline of leadership that grows the leader,
the team, and the overall organization through
honest reflection, maximizing strengths in an
organization, and maintaining a focus on a vision in
the cacophony of leadership. His focus on
developing people to then move an organization
lives the growth mindset outlook that characterizes
Maxwell’s personal leadership style.
Distributed Leadership in Practice
James P. Spillane & John B. Diamond

Case studies from several schools in the Chicago


area serve as the platform to explore the positive
impact of distributive leadership in moving a
school toward excellence. Specific school
procedures are presented with the lens of their
integration into an overarching leadership
organization. Boundary practices and artifacts are
outlined as tools to achieve a distributive culture in
which all contribute and buy into the model.
The 4 Disciplines of Execution
Chris McChesney, Sean Covey, & Jim Huling

Allowing a Wildly Important Goal, or WIG, to


guide lead measures will align all school processes
to achieve meaningful progress. Measuring this
progress with a public and compelling scoreboard
engages all in the lead measures and provides
visuals for an ingrained culture of accountability.
Explicit guidance for the installing of this
improvement system are presented, maximizing
staff input and addressing the unique culture of
each school.
Leading By Design
Cassandra Erkens & Eric Twadell

Based on the PLT model spearheaded by the


DuFours, this text delineates the focus,
characteristics, and guiding questions to maximize
PLT efficacy. Intentional reflection through honest
collaboration support a laser-focused practice of
aligning all actions to improve student mastery
while eradicating barriers that impede it. Chapters
on group dynamics address interpersonal discord
that unfortunately often hinders the impact of PLTs
in many schools.
Reframing Organizations
Lee G. Bolman & Terrence E. Deal

Strategic analyzing of organizations from the


structural, human resource, political, and symbolic
frames is employed to chart an impactful path for
school improvement. Shepherding a school through
a significant shift is also addressed, focusing on the
human impact of disrupting an unproductive status
quo. Garnering maximum staff involvement and
contributions is achieved through adapting the
leadership style of the lead learner.
Leverage Leadership
Paul Bambrick-Santoyo with Brett Peiser

Expanding the positive impact of a school leader


based on a powerful vision is addressed through
attending to the culture of a school in the model of
seven levers. School transformation is most
powerful when based on data, PD, observation and
feedback, instructional planning, staff and student
culture, and managing school leadership teams.
Turning High-Poverty Schools into High-
Performing Schools
William H. Parrett & Kathleen M. Budge

The framework for action to significantly improve


the academic experience for students living in
poverty includes focusing all systems on learning,
establishing a school culture of high expectations
and equity, and expanding the sphere of influence
to cull resources from the extended community and
district. The moral responsibility to ameliorate the
impact of poverty is reinforced through concrete
actions and productive staff mindsets.

Leadership and Self-Deception


The Arbinger Institute

The recounting of a fictitious corporate intake


interview is an enthralling presentation of the
propensity of humans to view their needs as
superior to others and fail to accurately self-analyze
in the process. This interior focus inevitably leads
to the dehumanization of others and a failure to
truly meet their vital needs. The metaphor of
“being in a box” represents this limiting outlook
and its escape lies in an honest awakening to the
beautiful elements of others. Humility, servant
leadership, and a growth mindset are offered as
strategies to support remaining out of the box.
Move Your Bus
Ron Clark

Ron Clark’s extended metaphor of a school being


propelled as a human-powered bus is a compelling
reminder for school leaders to support the essential
staff who are the primary contributors to a school’s
success. His model suggests allocating maximum
resources to the highest performers, the runners, to
fuel their efforts and innovative programs. This
rewards those who rise to a quality school’s lofty
expectations and establishes their efforts as
exemplars for the staff culture.
The Essential 55
Ron Clark

Ron Clark’s commitment to educating the whole


student is evident in the vast areas his essential 55
rules address. While primarily included to
strengthen academics, the rules additionally include
behaviors rotating around applicable life skills that
pave future job and interpersonal success. These
rules also provide a formidable structure upon
which effective classroom management can be
established. The empowerment focus of the final
five conclude the set with positive encouragement.
Cage-Busting Leadership
Frederick M. Hess

Innovative leadership that engenders change must


carefully examine the numerous constraints placed
on schools and creatively shape processes and
procedures to best meet the needs of a school.
Maximizing existing resources while eliciting
diverse perspectives are important practices to
bring about such change. Providing room for
innovation culls the variety of input needed for
change to truly transform a school.
Leading in a Culture of Change
Michael Fullan

Fullan’s framework for leadership includes the five


key elements of Moral Purpose, Understanding
Change, Relationship Building, Knowledge
Creation and Sharing, and Coherence Making, all
enrobed in enthusiasm, energy, and hope.
Understanding the change process sustains these
three attitudes as human reaction or productivity
dips in the natural rollout of amending a school
culture.

Start With Why


Simon Sinek

Leaders inspiring others to act is viewed in terms of


Manipulation versus Inspiration as a valuable
discernment for school leaders to achieve sustained
improvement. The Golden Circle provides a visual
to examine the innate and Biological underpinning
of change. The true Why at the center, How is in
the next concentric circle, and What as the outer
one. Trust and communication are seen as crucial
elements of desired school change.
How Successful People Think
John C. Maxwell

The power of a school leader’s big picture thinking


elevates a mediocre school to a great one through
creative thinking balanced with the reality of their
daily application. The benefits of shared thinking
include a myriad of creative thinking solutions that
then generate an overall staff buy-in in schools.
Bottom line thinking maintains a focus on a
school’s vision while unselfish thinking reflects a
servant leadership model that proves effective.
How Successful People Grow
John C. Maxwell

Maxwell’s easily consumable manual on how to


burgeon personally and professionally starts with
advising leaders to thoughtfully reflect on each
one’s passions and strengths. Crafting a strategic
plan upon those in a positive environment and
guided by a trusted mentor will breathe life into
aspirations. Embracing the discomfort of personal
change while inspiring growth in others is the
hallmark of an others-centered leader.
How Successful People Lead
John C. Maxwell

Evolving from mere positional leadership to Level


5 leadership is explored with a discussion of the
upsides and downsides of each. Best behaviors on
each level are viewed to increase efficacy as leaders
ascend. A focus on developing leadership qualities
in followers is a benefit as well as a goal of this
leadership growth, thus creating layers of efficacy
in schools.

Putting Faces on Data


Lyn Sharratt and Michael Fullan

Practical strategies for equitable and impactful data


use are presented that rally an entire school
community to support increased growth and
proficiency. 14 Parameters for systemic change are
outlined addressing specific school-based roles,
processes, and stakeholder involvement. Actionable
practices that guide PLT work and the concept of
“instructional intelligence” are presented under the
guidance of a school leadership that compassionate
and focused on academic excellence.
Well Being
Tom Rath and Jim Harter

Administrators who truly care for the human needs


of the hardworking staff under their supervision can
use this resource from the Strength Finder
organization to address the five essential elements
if wellbeing, including career, social, financial,
physical, and community wellbeing. This book
serves as a concrete reminder for self-care for staff
who dedicate extensive energy to the care of their
students and their families.

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