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.