Effective Recruiting

Posted on August 3, 2021 Written by

A recent survey of principal preparation programs revealed that many only include one course on human resources (Holcombe, 2020), and the typical content of that course is simply human resources law. This leaves most principals completely underprepared to effectively recruit the personnel whose salaries and benefits make up over 80% of their total school budget!

In addition, numerous studies suggest that the collective impact of teachers and principals on student standardized achievement is well over 50% (Hattie, 2011). So how should principals approach this vital task?

This article offers four strategies for effectively recruiting and managing talent. As the authors note, “Building a principal’s capacity doesn’t end when that leader completes a program and receives a degree. Preparation, especially in terms of bringing strong teachers in and developing their strengths, must be an ongoing effort” (Holcombe, Peeples, and Johnson, 2021).

References:

Hattie, J. (2011). Visible learning for teachers. New York: Routledge.

Holcombe, A. A. (2020). Strategic talent leadership for educators: A practical toolkit. New York: Routledge.

Levin, J., & Quinn, M. (2003). Missed opportunities: How we keep high quality teachers out of urban classrooms. New York: The New Teacher Project.

RAND Education. (2012). Teachers matter: Understanding teachers’ impact on student achievement. Santa Monica, CA: RAND Corporation.

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Four “Must-Do’s” for Principals

Posted on July 20, 2021 Written by

“There is no magic characteristic or tendency that leads people to become the perfect principal. But there are four things all empowered principals do that set them apart from the rest of their colleagues” (Caposey, 2021).

It’s important to note, however, that while these four characteristics are relatively simple, they can be very difficult to implement. In this article, Caposey explains how to address each of these areas effectively.

PJ Caposey is an award-winning educator, keynote speaker, consultant, and the author of eight books. He currently serves as the superintendent of schools for the nationally recognized Meridian CUSD 223 in Northwest Illinois.

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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.

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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.

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