The author suggests five ways to handle tough, necessary conversations.
Kate Rousmaniere discusses common misconceptions about principals and how they stem from the history of the principalship.
Thomas R. Hoerr argues that sometimes principals can try too hard to be “liked” which can undermine their ability to lead. This can lead to a few problems.
Michael Sadowski shares stories from various teenagers who had one adult in their life that they felt they could turn to for guidance, motivation, and support. He discusses a few structures schools can have in place to promote and support appropriate student-teacher relationship-building.
Roland S. Barth argues that educators need to develop and understand their visions for schools as a step toward improvement. He shares his own visions for the future of education.
August Turak argues that the line between leaders and followers have blurred–that every good leader also needs to be a good follower, and vice versa. He offers 11 suggestions for how to be a great follower who “follows by leading,” which he suggests are also great leadership traits
Robert Pondiscio sympathizes with teachers who dislike the Common Core State Standards, but argues that they are necessary and overall beneficial.
Authors Rhonda Barton and Rob Larson stress the importance of quality leadership in achieving educational equity.
Tracey Tokuhama-Espinosa argues that educators use neuroscience to understand and form personalized learning opportunities, but also acknowledges that there is bad information out there and offers ways to avoid it.
Colleen Walsh promotes the use of multiple methods of sense making.