42% of Principals Want To Quit!

Posted on July 6, 2021 Written by

According to this article, “School leadership is not easy, and many of those who take the position have not had the professional learning and development to be successful” (DeWitt, 2021).

That’s why ATU’s Educational Leadership program has a high level of rigor, and the assignments in most courses are job-embedded, practical, real-world experiences. It’s not just about getting a P-12 Building Level Administrator license. It’s about understanding the foundational concepts of true leadership and developing the skills necessary to be successful right from the start.

But again, too many of today’s principals have not had this type of training, and the added pressures of the pandemic have made the situation even worse. In fact, one study found that 42% of current principals want to leave their jobs (NASSP.EPI, 2021)!

If you’re one of those struggling principals, DeWitt (2021) offers some excellent tips on how to regain balance in your position “through mindfulness and well-being.” There are a number of additional constructive suggestions in the article as well.

Feel free to share this article with your Superintendent, too. It includes suggestions on how the district can better support principals in their challenging roles.

Filed Under: Uncategorized

Less is More!

Posted on June 22, 2021 Written by

Over 70 years ago, architect Ludwig Mies van der Rohe coined the phrase “less is more” to describe how minimalist design can often be more functional than traditional building methods. And over the years, this concept has produced new ways of thinking from fields as diverse as art/music to macroeconomics.

According to a new research study, it’s also true when it comes to scheduling classes for high school freshmen!

“Students in ninth grade … feel overwhelmed by the number of transitions they must make daily, and they are unable to effectively manage the increase in their course schedules once they get to high school — partly because of their underdeveloped executive functioning capacities.” (Andrews and Bangura, 2021) And so, Andrews and Bangura strongly recommend reducing ninth graders’ daily course load. They also offer some unique scheduling ideas.

It’s long been known that students are four times more likely to graduate from high school if they are on track by the end of their freshman year. But it’s also true that ninth graders are five times more likely to fail a course than students at any other grade level.

So if your master plan for the coming year is truly “student centered,” you might want to give this “4×4 scheduling” idea some serious thought.

Filed Under: Uncategorized Tagged: , , , , , ,

Strategies for Formative Assessment

Posted on June 8, 2021 Written by

“Formative assessment is perhaps the most powerful tool teachers have to understand where students are in their learning and what they need to continue moving learning forward” (Tucker, 2021).

But as the pandemic wanes and teachers and students slowly return to the classroom, the educational landscape has shifted in many ways … and like everything else, this has had a significant impact on traditional formative assessment procedures.

The author of this article offers several strategies that will help teachers access prior knowledge and check for understanding in any setting. These strategies may prove useful in helping teachers become more effective in meeting the diverse needs of learners toward mastering specific concepts and skills, regardless of the learning landscape.

Filed Under: Uncategorized

Impact of “Four Day School” on Learning

Posted on June 1, 2021 Written by

It’s an increasing trend nationwide. P-12 schools (especially rural schools) are changing to a “four-day-per-week” schedule. Many districts see this as a cost-cutting measure, a way to allow more time for teacher professional development, a chance to create a more flexible schedule for athletics, and so on.

But what does research tell us about the impact on student learning? A recent study found that this new approach creates significant reductions in student learning. And like other cost-cutting measures (like increasing class sizes), the negative academic effects may intensify with the passage of time.

While additional research in this area still needs to be done, the findings of this extensive study are troubling. Schools contemplating such a change need to carefully consider the impact it may have on student learning and test scores.

Filed Under: Uncategorized Tagged: ,