Imagine a school district as a ship navigating the vast and ever-changing ocean of education. Just as sailors rely on the North Star to navigate across uncharted waters, school districts can best stay on course with their own guiding light, an instructional framework.
The constantly evolving education landscape makes nurturing educators' development a crucial priority. The success of schools and districts depends on designing successful, meaningful, and innovative professional development experiences that ignite teachers' passion for continuous improvement.
Get free weekly tips and advice designed for leaders like you.
As students across the county prepare for the start of a new school year, conversations about how to address our national teacher shortage are becoming more frequent and urgent. Many educators are calling for this conversation to be rebranded as a “teacher walkout” to highlight that teachers are leaving the field as a way to protest a system not built to empower them as decision-makers and innovators. This shift in language – from “teacher shortage” to “teacher walkout” – illuminates a key design element that districts can leverage proactively to respond to retention challenges: teacher agency.
Schools across the country work tirelessly to provide positive educational experiences for their students, staff, and the larger community. Yet, there are times when they fall short of this goal. They may experience high teacher turnover, a poor school climate, and low student achievement, just to name a few challenges. In our work, we see that with the right support systems in place, we can collectively improve school performance and meet the needs of students and educators. Here are three valuable strategies you can leverage to achieve transformative improvements:
Last year, I relocated to my home state of Tennessee from New York City, and I had to secure a car for the first time in many years. As luck would have it, my first winter back in Tennessee was one of the state's coldest on record. Just enough snow fell in late December to make driving, especially up my steep driveway, a daunting experience. As I slowly crept up the hill toward my house, my tires spun in place. Decisions needed to be made. Would it make sense to keep spinning my tires in place hoping to gain enough traction to move forward, or would it be better to stop, reflect, and rethink my approach? It was clear that what I was doing wasn't working. I took my foot off of the accelerator, stopped the car, reversed slightly, and attempted a different path on the grass adjacent to the driveway. In a few moments, I was safely parked in my house’s garage. Sometimes we need to pause and create new strategies when the ones we have in place are not working. This applies to school districts today who are facing very challenging circumstances with a record number of educators leaving the profession, math and reading levels at a twenty-year low, and public trust in education eroding.
As we reflect on the past school year and prepare for next year, it is helpful to evaluate the Social Emotional Learning (SEL) practices and how they served to shape the culture of learning and development in your schools. According to the CASEL’s (the Collaborative for Academic, Social, and Emotional Learning ) framework, “SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions." SEL “advances educational equity [and] can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.”