We Set the Standards!
UÊ; V À« À>ÌiÊdifferentiatedÊ«À L i Ã Û }ÊÊ
Ê Ì>Ã ÃÊ>ÌÊÌ ÀiiÊ iÛi Ã
UÊEngageÊ> `Êv ÃÌiÀÊ>VÌ ÛiÊ i>À }ÊÜ Ì ÊÊ
Ê >ÕÌ i Ì VÊ >ÌiÀ >
UÊ-iiÊ> `ÊunderstandÊÞ ÕÀÊÃÌÕ`i ÌÃ½ÊÌ }
UÊ;iÛi «ÊÃÌÕ`i ÌÃ½Ê>L Ì iÃÊÌ Êself-assessÊÊ
Ê ÕÃ }ÊÀÕLÀ VÃÊ> `Ê> V ÀÊ«>«iÀÃ
UÊ; } i`ÊÌ ÊÃÌ>ÌiÊ> `Ê / ÊÃÌ> `>À`Ã
From the Low Achieving
to the High Performing
Mac + Windows version ©2007
Differentiated Math CD-ROMs include
authentic problem-solving supplements for
assessment, instruction and/or portfolio pieces
at three levels of performance. Task-specific
rubrics and anchor papers are provided.
Strategically developed by Principals for Principals, this
institute can help you build stronger, more cohesive and
collaborative teams, develop leaders, and analyze and use
data more effectively to prioritize and achieve objectives
outlined in your school improvement plans.
Register by calling toll-free 1.866.961.9579, ext. 227;
International + 1.303.504.9312, ext. 227,
or visit www.LeadandLearn.com.
March 7-9, 2010
San Antonio, Texas
fessional development opportunities.
Unless we model continued learning,
we can hardly expect it of students or
; Converse with other principals. Many
professional development plans promote “silver bullets” for school leaders,
but only those who live in the real
world of schools can translate these into
reality. Electronic communication networks or an early breakfast or quick
dinner with a fellow principal makes
; Listen to teachers, parents, and students. Be aware of informal conversation in the faculty room or among
parents. Take note of nonverbal as well
as spoken language.
; Find critical friends who care enough
to tell you the truth. We simply do not
perceive ourselves objectively, and a caring professional friend might gently but
honestly provide feedback that you can
hear without getting defensive.
; Reflect. Take time to examine your
own motivations and behavior. Reflection can take many forms. When I’m
walking, running, or engaging in other
forms of exercise, I often take stock of
such essential questions as, Who is the
real person who leads the school? and
What am I truly about? Some of us pray.
Perhaps if I had entered my annual
evaluation conferences more secure in
who I was at the time, what I was about,
and what I was doing to improve as
both a person and a principal, I would
have experienced less anxiety and defensiveness. Taking charge of my own
improvement affords me power to be
my own best critic and not hand that
power over to others.
The Shakespearian advice, “To thine
own self be true” echoes through the
ages. It might be a good mind-set for us
to maintain in our efforts to be ever-improving principals. EL
Joanne Rooney is Codirector of the
Midwest Principals’ Center; joanne