FREE special issue of EL Magazine

The last few years have been difficult for educators and students alike, and there are ominous signs that stress and frustration levels remain high. Many schools need to take a step back and put a greater focus on the well-being of their staff and students before moving forward with other initiatives. But what’s the best way to do that?

This special online-only edition of Educational Leadership magazine is filled with tips and techniques for addressing this foundational issue. It’s available as a FREE download by clicking on the link above.

Here’s to a year of healing and renewed progress!

“Science” of Reading?

I’ve hesitated to weigh in on this topic because some might see it as simply jumping on the “Reading Wars” bandwagon. I also assumed that the problems posed by improper implementation of the Science of Reading would eventually balance out. But the huge disservice currently being done to K-3 children through a misguided interpretation of SoR seems to be getting much, much worse instead of better.

For example, over the past few months, I’ve heard the following: “If you have a Guided Reading library, throw those books out and replace them with decodable readers!” “Do not let children attempt to read any book until they have mastered the phonics rules because they might guess at words.” “The science clearly supports a ‘phonics-only’ approach in kindergarten and first grade.” It’s important to note that each of those statements was made by people conducting SoR trainings … and then blindly accepted by most educators because, well, those are the experts, right?

To say that many of us find such statements appalling is a major understatement. Assertions like these fly in the face of decades of reputable, peer-reviewed reading research. Admittedly, such claims do help sell product (millions of dollars worth) … but these and similar one-sided statements hardly reflect what we know to be best when teaching young children to read.

I was also hesitant because although I’m very knowledgeable and passionate about this subject, I’m hardly a national expert. And there’s the further complication that SoR has been mandated by state law. Plus some aspects of SoR can indeed be very helpful when properly implemented (as opposed to an either/or approach).

However, I recently breathed a sigh of relief when Tim Shanahan hit the Phonics First/Phonics Only issue head-on in his Blog. Shanahan is one of the country’s most respected researchers, and he has decades of experience in this area, including serving on the historic National Reading Panel in 2000. His balanced comments are an absolute must-read for K-3 teachers or administrators who want to clearly understand this issue!

Feel free to pass this along.

Buy-In vs. Ownership

As an educational leader, a significant part of your job is to motivate and encourage your teachers. Creating that kind of positive school climate not only requires time and effort, but also a deep understanding of the process.

In the previous post (The Language We Use), we explored the importance of avoiding language that seeks to impose. This concept is so vital that it deserves a deeper look. In the “Community” chapter of his online book on Conversational Leadership, David Gurteen provides additional insights on the difference between “Buy-in” and “Ownership.”

Like many educational leaders, I’ve used the term “buy-in” for years … so combined with the information in the previous post, Gurteen’s perspective served as a startling wake up call. I’m now committed to revising the language I use when talking about the importance of involving teachers in the decision-making process.

Hopefully these two posts will give you some additional food for thought, too.

The Language We Use …

As administrators (and future administrators), we hear a lot about transformational leadership. But have you ever considered the language you use and the underlying connotations it may suggest?

Shepherd’s article (2022) on this topic caused me to take a step back and think more deeply about this issue. And the differentiation he makes between “complicated” and “complex” problems was especially thought-provoking.

Feel free to give it a read and see if you don’t find some interesting takeaways, too! The concepts outlined have the potential to greatly enhance your efforts at team building and school improvement.