Sharing Leadership with Others in the School Community to Help Accomplish the Vision

Shared Leadership

Diana Stein

ADMIN/510

July 11, 2016

Russ Cornell

Introduction

CAPE #4:  Sharing Leadership with Others in the School Community to Help Accomplish the Vision

The principal is the visionary of the school. The principal guides and shapes others within the school and the community in their collective understanding to embrace, help build and propel the school vision. The vision of “creating thinkers, communicators, and achievers” at The Classical Academies is only possible through empowering others, inside the school and the entire community, to help accomplish the intermediary goals that will positively affect the school vision as a whole for generations to come.

One of the greatest responsibilities of the principal has is to maintain insight and good judgment in all areas where staffing and scheduling of the school are concerned.
In particular, the principal understands the unique balance between skills and abilities as related to quality instruction, creative autonomy, and professional community building. Ensuring the coordination of the curriculum, consistency in quality of teaching, and motivation of teachers rests on how well the sharing of leadership is balanced with driving the skill and will of the individuals directly and indirectly involved. 

One could argue that it is human nature to feel the need for affirmation of value. Simply said, we all need to know that we're making a positive difference and appreciate having a voice in choice in how we bring our passion to life. Teachers subscribe to this same line of thinking. Therefore, methods of supervision of instruction must empower teachers to maintain authority over decisions related to personal and professional growth. It is key that all choices made by teachers remain focused on positive outcomes that harmonize with the shared school vision of what’s best for the students whom they serve. This blog entry will focus on:

·      Connecting the school vision to shared leadership

·      Communication planning with equal access for all stakeholders

·      Strategies to overcome potential barriers to accomplishing the vision and plans for the organization

·      Identifying resources to build and sustain efforts

Connecting the School Vision to Shared Leadership

School communities vary from one another just as people do. There is no “one size fits all” solution for creating a school vision. The successful principal is keenly aware of this and is skilled in reaching out to several audiences who are connected to the school community including parents, non-parents, senior citizens, teachers, students, business and business leaders, the professional community, labor unions, special interest groups (activists of any sort, religious leaders, etc.), and the “disenchanted bottom feeders” (Uben, 2016). 

The principal in the know understands that he or she reports to the people, and not the other way around. Communication styles vary just as our diverse population does; all information must be equally accessible to all. Everyone needs to understand the school vision if they are going to stand behind it. For this to happen a reliable, measurable, bilateral, and diverse communication system needs to be in place.

Although a group of people may attend the same school this doesn’t predetermine that they share the same values and belief systems. “Old World” mindsets and operating systems don’t fit into our secular society, and don’t work in our public schools today. Uben (2016) explains this phenomenon as “Gemeinschaft (unified) culture vs. Gesellschaft (diversified) culture.” Our diversified culture and complexity of community is naturally reflected within the school system. The principal must communicate clearly and transparently to a wide and diverse audience of people, with equally diverse needs. Harmony and positivity are defined by the school vision. Getting there, however, isn't always conflict free. Differences in belief systems, continuing social problems, helicopter parents, high-stakes testing, and any number of other issues that concern our population also concern the school principal. What we can stand together on is our commitment to our school vision through shared leadership:

Core Purpose
Partner with parents to inspire and educate students

Mission Statement
To partner with parents to encourage each student to think critically, 
communicate effectively, and achieve excellence 
by providing academic options

Vision Statement
To passionately serve, respectfully communicate, and joyfully partner for student success

The Classical Academy (2014)

Communication Planning with Equal Access

Communication within and outside of the school population has never been more readily available, largely due to advances in social media. Social media may be used to describe, analyze, and interpret school experiences via multiple tools and platforms (e.g., Facebook, Twitter, Instagram, SnapChat, mobile devices, desktop workstations, Apple TV, etc.). With so much freedom of speech comes great responsibility; how the school communicates equity issues related to race, diversity, and access for all depends on the steps that are put into place and monitored by the school administration.

Digital Citizenship directs all decisions and behavior in regards to privacy, laws, as well as the perpetuation of a shared, positive school vision. Social media has transitioned from informal chats about “yoga and wedding plans”, into mainstreaming of news communicating everything from school choice to presidential campaigns.

Social media tools also enable greater interaction between principals and all of their stakeholders including fellow educators, the school community, and the world at large. Principals, and all people in positions of influence, are expected to be knowledgeable and savvy in the rules, regulations, and power of digital communication in all of its forms for the safety and protection of all. Purposeful, transparent communication, including equal access for all, is vital for the exchange of ideas, concerns, data, and desired outcomes in order for the school and community to thrive.

Since some web content is not safe for kids or teens, maximum security must be sought after by setting up safety filters and advertisement blockers. Strategies for success in the use of digital tools include:

·      Staff, parent, and student education related to Digital Citizenship

·      subscribing to web trusted privacy and decency tools and applications (e.g., CommonSenseMedia.org, Purify-app.com, BrowserForKids.net, etc.) for filtering Internet related content before it is shared within the school community. 

·      Establishing "Closed Group" social media pages or password encrypted websites for approved members only.

The immediacy of digital communication does not overshadow the intimacy of a handwritten note or a face-to-face meeting. Sometimes a smile is worth a thousand words when support or praise is sincerely communicated. One way to share the good news to promote a positive community vision is for teachers to recognize individual students weekly with a handwritten Praise Postcard.

Additionally, internal communication between the principal and the staff needs to be consistent to build trust and sustained rapport. Changes in programming, curriculum, and scheduling are much easier to absorb and flex with when the element of surprise is removed. Staff members appreciate having advance time to prepare or shift personal plans if the situation calls for it. The Master Schedule is best designed and solidified by the time that the staff is released for summer break in June.  According to Professor Russ Cornell (personal communication, July 6, 2016), "This boosts morale and allows for teachers who wish – to plan ahead…"

Strategies to Overcome Potential Barriers to the School Vision

Potential barriers to positive momentum of building the school vision include time and resources. The school’s greatest resources are the staff, but they are also limited by time and availability. For these reasons, it is paramount that the principal build in time in the Master Schedule for Professional Learning Communities (PLCs) to

actively participate in decisions that affect their own areas of responsibility. According to Trump (1959): 

This includes an expanded role in curriculum and instructional decisions, evaluation decisions, and day-by-day organizing and scheduling functions.
These tasks are most effectively carried out by a team or in a learning
community basis.

One of the most crucial factors in a successful team operation is
adequate planning time and efficient utilization of that time. If at all possible, team planning should occur during the regular school day. Planning should be regularly scheduled; at least two hours per week are needed in a minimum of one-hour blocks. Building an agenda for team meetings needs to be an opportunity for all team members to share in the planning for the team.

Trump outlines five planning tasks, both short- and long-term in nature, to be the responsibility of individual teams. These five steps include:

1.     Goal Setting. One per semester to examine the school philosophy, curriculum guidelines and direction, and identification of goals for the particular group of students that the team is responsible for.

2.     Design Meeting. One per quarter, for each Unit of Study. The purpose of the Design meeting is to select instructional themes and topics and to develop particular Units of Study. Responsibilities are outlined, and calendars are set with target dates, along with methods of student evaluation.

3.     Grouping or Scheduling Meeting. Once every week or two, to outline upcoming activities, define instructional plans, organize student groupings, and build daily/weekly schedule.

4.     Situational Meeting. One per week, or as needed to focus on individual children, particularly at-risk children. Each faculty member is assigned a particular child with daily contact and encouragement built-in. This team- mate is responsible for carrying out team decisions, with team meetings held weekly to evaluate which children need additional support.

5.     Evaluation Meeting. One per quarter to evaluate, analyze, and provide feedback on the effectiveness of classroom instruction. This includes achievement of goals, strengths and shortcomings, and general teamwork during the completion of a major Unit of Study.

Potential barriers to promoting the school’s vision are the naysayers of the group. These individuals may have little or great impact, depending on the level of influence held within the particular school community. One strategy to persuade a naysayer is to gain perspective of this person’s perception through open and straightforward dialog.
Use this meeting to investigate what the primary drivers of discontent are, and aim to build a connection to resolving the conflict with a win-win in mind.

Sometimes simply having the opportunity to be heard has the power to change the direction of a negatively spinning situation or state of mind. At all times it is imperative to keep the students’ needs, the school’s needs, and the school growth plan in primary focus.  The principal's role includes maintaining an active learning environment and leveraging community resources to benefit all children and families.

Meeting the diverse needs of our student population requires flexibility throughout each phase of growth.  For example, carefully constructed and well-communicated course progressions are designed to ensure all students will advance through projected learning stages with ample supports. Additionally, school organization and physical structures (e.g., smaller schools with individualized learning communities) to support student achievement have been built as direct responses to our population expansion in recent years, growing from three to seven campuses over the past seven years.

As the school grows, the principal must keep in mind that change is difficult for most, and few people like surprises. Planning for change and decision making over time that includes all stakeholders will make those changes easier to manage when the time comes to shift direction. Scheduling is no different.

The staff that is included in planning and has voice and choice built in will be much more receptive to the required changes. When this happens mutual respect is gained, making flexibility more natural when it is needed for instructional and curricular needs (Aronson, 2014).  The way that the administration plans for changes reflects the values of the school. This is also reflected in the master schedule and the student/teacher ratio.

Resources to Build and Sustain Efforts

Planning - Guiding Principles

The following are planning steps to consider according to “Master Schedule Guiding Principles, Priorities, Milestones & Metrics” (2013):

·      Establish a set of Guiding Principles, Priorities, and possibly (non-negotiables).

·      (Develop) a commitment to a student-centered, learning-centered master schedule that supports student achievement and equity.

·      (Design and) commit to a master schedule that supports interdisciplinary teaching and learning, including project-based learning and other forms of deeper learning.

·      (Foster) commitment to a master schedule which is also teacher-centered, supporting time for communities of practice (common planning time/collaboration)

·      (Nurture) a commitment to a schedule that ensures equal access to challenging curriculum, heterogeneous academies/pathways, and flexibility for improved instruction.

·      (Adhere to) a master schedule building process that is open, inclusive, transparent, and collaborative. (Example: Rigor, Relevance, Relationships, Results) 

    The principal must continually strive to build parent partnerships and actively engage the community in efforts related to building the school’s vision. Questions for the principal and staff to reflect upon are related to shared leadership and decision-making. Encouraging parents to become more purposefully involved with their children's learning involves creating a welcoming school climate. Self-reflection at scheduled points throughout the year is simplified using this short self-assessment:

This self-assessment is aligned with the standards for principals in Leading Learning Communities: Standards for What Principals Should Know and Be Able To Do, ©2002 National Association of Elementary School Principals.

Partnerships can amass the support, resources, skills, networks, and programs that are useful in helping school counselors provide responsive services to meet the numerous complex needs of the often large caseloads school counselors serve (ASCA, 2010). Partnership programs can also create the environments, relationships, and experiences that reduce risks, build social capital, increase academic achievement and attendance, decrease behavioral issues, enhance school climate, foster resilience, and create developmental assets for children and adolescents (ASCA, 2010; Benard, 2004; Bryan, 2005; Bryan & Henry, 2008; Epstein & Van Voorhis, 2010; Galassi & Akos, 2004).

(Bryan & Henry, 2012, para. )

Bryan & Henry (2012)

Conclusion

            The principal guides and shapes the community’s collective understanding to embrace, help build, and propel the school vision keeping in mind the overarching belief that all students are academically positioned in rigorous content that will best prepare them for college and beyond to become active, productive citizens. All aspects of the school development and direction are based on what is best for increasing student success.

            The master schedule is developed around student needs and district goals.
The school vision at the Classical Academies is “to create communicators, thinkers, and achievers.” Student supports are planned into the scheduling, maximizing instructional minutes of teaching and learning. This includes weekly planning with Professional Learning Communities (PLCs), collaborating with each other, and with our community at large.

            Principals must be skilled at organizing internal public dialogs that are data-driven and organizing external or community-based public dialogs that are data-driven (Simmons, 2016). The principal who leads change by sharing leadership to strive to accomplish the vision is simultaneous empowering school–family–community partnerships, parent involvement, empowerment, social justice, and democratic collaboration. This vision includes more than the school, the parents, and the students. The community plays a vital role in engendering productive engagement of school reform. College enrollment, employment rates, access to higher education and training, promotion, and graduation rates are each propelled through accomplishing a positive school vision.  The cumulative results of these combined efforts are mutual respect and healthy, productive, life-long learning environments for students, staff, and the community.

References

Bryan, J., & Henry, L. (2012, October). A Model for Building School–Family–Community Partnerships: Principles and Process. Journal of Counseling & Development, 90(408), 420. Retrieved from http://web.b.ebscohost.com.contentproxy.phoenix.edu/ehost/pdfviewer/pdfviewer?sid=2ec150aa-cd34-485d-bd89-555c6ef00ac1%40sessionmgr106&vid=1&hid=128

J. Lloyd Trump, Images of the Future, Experimental Study of the Utilization of Staff in the Secondary Schools and the National Association of Secondary School Principals, 1959.

J. Aronson, J. Zimmerman, and L. Carlos, “Improving Student Achievement by Extending School: Is It Just a Matter of Time?” Retrieved on June 21, 2014, from WestEd: http://www.wested.org/online_pubs/po-98-02.pdf

Leading Learning Communities: Standards for What Principals Should Know and Be Able To Do, (2002). National Association of Elementary School Principals.

Master Schedule Guiding Principles, Priorities, Milestones & Metrics. (2013). Retrieved from http://casn.berkeley.edu/resource_files/MS_Principles_Priorities_Milestones_Metrics_District.pdf

The Classical Academy. (2014). Retrieved from http://www.classicalacademy.com/career/

Ubben, G. C., Hughes, L. W., & Norris, C. J. (2016). The Principal: Creative Leadership for Excellence in Schools. Boston: Pearson.

University of Phoenix. (2016). Educational Impact: Community Support Comes from More than Just Parents. Simmons, Warren. Retrieved from University of Phoenix, EDL/510 website.

Leading by Example to Promote Implementation of the Vision

Vision Implementation

Diana Stein

ADMIN/510

July 18, 2016

Russ Cornell

CAPE #3: Leading by Example to Promote Implementation of the Vision

CAPE #4: Sharing Leadership with Others in the School Community to Help Accomplish the Vision

CAPE #5: Promoting Implementation of K-12 Standards, Pedagogical Skills, Effective Instructional Practices and Student Assessments for Content Instruction

CAPE #6: Evaluating, Analyzing, and Providing Feedback on the Effectiveness of Classroom Instruction to Promote Student Learning and Teacher Professional Growth

CAPE #7: Demonstrating Understanding of the School and Community Context, Including the Instructional Implications of Cultural/Linguistic, Socioeconomic, and Political Factors

CAPE #8: Communicating with the School Community about School wide Outcomes Data and Improvement Goals

Introduction

“To passionately serve, respectfully communicate, 

and joyfully partner for student success”

– Vision, The Classical Academy (2014)

The principal leads by example to promote the implementation of the shared vision united by shared expectations, ethics, and core values. Expectations of personal and professional ethics and values of the school include being open to a dynamic, collaborative, teacher-driven school improvement where teachers have the freedom to design and integrate their curriculum and practices. Innovate for the equity and advancement of all learners is to passionately serve, respectfully communicate, and joyfully partner for student success (The Classical Academy, 2014).  

Visionary leaders encourage exemplary professional development programs, dialog, and promote inquiry and problem-solving approaches. This requires the principal to be skilled in tapping into the skills, knowledge, and experience of each teacher leader to build dynamic relationships invested in positive growth, individually and collectively.

Meaningful learning experiences are built upon shared beliefs, practices, and contexts. Beliefs about equity and issues related to race, diversity, and access are built into the equation of how to create an inclusive learning community, despite intrinsic and economic challenges. Removing potential barriers to accomplishing the vision and plans requires the school and the community to work together to get beyond these barriers. Barriers include limited funding, resistant attitudes toward change, limited time, resistance to reflecting (taking ownership), or teacher resistance to working collaboratively. Strategies for sharing best practices and bringing all stakeholders together, expectations for personal and professional ethics and values, and working together to build capacity to support the school vision and leadership at the school site will be discussed within this blog posting.

Promoting Diversity, Inclusion, and Equal Access

Creating an inclusive learning community requires creative problem solving. The vision of the school must be explicitly centered on the students and focused on how the students learn best. The nature of the learners, measurement of learning outcomes, instructional leadership, instructional organization, and implementation must account for and accommodate individual differences. Positive implications of instructional processes must be organizationally modeled within school-wide daily practices.

The model must move beyond a set process, rather it must behave as a synergistic, living organism fulfilling a diverse group of needs. Navigating how to accurately measure success while meeting diverse and changing needs requires mixed abilities and expertise of everyone involved in the teaching process, including teachers, parents, and the entire school community. Positive, safe, inclusive learning environments, with multiple and flexible delivery options, safety constraints and supports are required for all with equal access. Expectations and timelines for meeting incremental goals will remain fluid to some degree, depending on the scope and sequence of the programming under analysis. Improving instructional design, implementation, and analysis requires visionary instructional leadership. The following fundamental truths must be universally shared:

(Richardson, 2015)

Action Research is a method used for improving practice. It involves action, evaluation, and critical reflection and – based on measurable evidence gathered – changes in practice are then implemented once the driving question has been identified.

 The ADDIE model is a popular instructional design model that has a step-by-step process that helps create effective instruction. Almost all instructional design models contain core elements of the ADDIE (Dempsey & Reiser, 2012). The ADDIE model has become a popular term used to describe a systematic approach to instructional design (Dempsey & Reiser, 2012) (Allen, 2013). The ADDIE model revolves around the following five components shown in the graphic organizer below:

Analyze  > Design > Develop > Implement > Evaluate

Analysis of teaching methodologies and practices will reveal where possible changes in instructional design and leadership may be revised to promote diversity, inclusion, and equal access. Incremental checkpoints may be used as baseline assessments. Checkpoints are based on whether or not the students (these could be teachers, too) are meeting targeted goals. The model for learning must remain fluid and flexible to some degree at all times. That is vital to the success of any such collaborative effort. There’s no “perfect fit” to most things, especially things that are organic by design, which include multiple layers (e.g., programming, curriculum, implementation, individual teachers, Professional Learning Communities, the school site, the district, the state, etc.). Since teaching is an art it is important that as many components as possible remain fluid based on the overarching vision and how it supports the population that we serve. 

Teachers actively educate themselves about the context that their students live in and dedicate themselves to lifelong learning to create inclusive learning communities. Some ways that support teachers to do their jobs better include smaller class sizes (20:1 maximum), heterogeneous student groupings, collaborative problem solving (by students and teachers), and specialized instructional support above and below the standardized levels to help to remove many potential learning barriers.

Capacity Building

Expectations, Ethics and Values – strategies for setting expectations of sharing personal and professional ethics and values of the school requires building alliances within every segment of the learning community– require including and activating all stakeholders including staff, students, parents, community members, school board members, and everyone connected in every capacity. Communication may be done in person, through email or standard mail, online through the school website, or via social media outlets (Facebook, Twitter, blogs, etc.) to put the message of the vision and practices in front of people to build their capacity to engage.

Networking plans and strategies for garnering support to network with community professionals to support me as a leader in the community and the school could include everything from fundraising in the community, to project-based learning that includes outreach efforts that integrate long lasting policies and choices, and everything else in between. Districts, schools, and educators need to reflect on what’s working – and what’s not – and be able to articulate change before the change can begin to take shape (Schwartz, 2016). In a continuous effort to increase communication with all stakeholders, the school website could have the option to translate content into multiple languages (e.g., Chinese, Korean, Spanish, German, French, etc.).

Common-sense cross-disciplines include building in and solidifying ties to unify the collective group of stakeholders. The “old school” model of the industrialized era doesn't fit the 21^st Century Classroom model. The visionary principal knows that providing excellent public education is to empower all to achieve his or her fullest potential as productive global citizens. Teachers’ commitment to creating inclusive learning communities, in safe, supportive, and collaborative environments requires first addressing the needs of each student.

Current research on grouping and teaching students confirms that teaching to reach all learners needs to adapt in order to reach the needs of all learners. In addition to smaller class sizes and mixed ability grouping, research supports that teachers need to adapt the implementation and the intention of the development and delivery of content. According to Schwartz (2016), “Schools and districts need to be asking themselves difficult questions to propel change. The successful ones are letting the answer to the question, ‘How do kids learn best?’ drive everything they do in schools.” Pedagogical competency is determined by student data and student work– their work will confirm whether they’re “getting it” and if not, why not? (Russ Cornell, personal communication, July 16, 2016).

(Schwartz, 2016)

                                            The Surprising Truth About Learning in Schools | Will Richardson | TEDxWestVancouverED (16:27 minutes)

Shared Governance, Professional Development, and Reflection

Assessing a school’s readiness for change requires the principal to:

·      participate as an equal;

·      be enthusiastic;

·      build trust and encourage a team spirit.

Above all, the successful principal must promote classroom instruction and provide opportunities for teachers to meet and reflect on teaching and learning, while supporting voluntary participative decision-making in the school and encourage a problem-solving approach. Finally, the principal must protect the integrity of decisions that are shared with teachers, surrender power, be flexible and dare to challenge the status quo (Blase & Blase, 2001).

Sustainable change takes time, commitment, and consistency. The vision is the driving force behind all actions, big or small. Substantive instructional improvement happens through dedicated and motivated staff members. Support and praise are two ways to build motivation including reimbursement for professional development, arranging for substitute teachers as requested, goal setting support, flexible time off in exchange for additional hours spent improving teaching practices, scheduled weekly meetings, and time to observe and work with colleagues to share best practices.

(Schwartz, 2016)

Creating a Culture of Adults Learning

    “(A culture of adults learning includes) shared governance, professional development and reflection to establish collegial decision-making, structures and to promote teacher involvement in school-wide instructional and curricular decisions based for school improvement” (Glickman, 1984). The principal’s role in leading a school staff through an action planning process involves:

• Focus on instructional leadership and empowering students
• Student centered visionary approach with rich academic and enrichment programming
• Positive climate characterized by shared leadership, participative decision-making, collective interaction, and teacher autonomy grounded by respect and dignity
• Educators are involved in creative problem solving
• Educators support effective professional development for each other
• Parents and community are actively involved

(Blase & Blase, 2000)

Creating Productive professional Learning Communities

            A focus on continual professional development as it directly relates to staff and student learning requires intensive reflection upon instructional practices. Professional Learning Communities (PLC’s) enable teachers to continually learn from each other via shared vision and planning. This six-step process includes study, select, plan, implement, analyze, and adjust. Prior to beginning the process, teachers review student data to identify a specific standard or standards on which many students are not meeting a goal. This approach is a long-term plan and takes several years to develop fully.

• Teachers work in collaborative planning teams to examine critically and discuss standards-based learning expectations for students.
• These teams select evidence-based instructional strategies for meeting the standards.
• Teams develop a common lesson plan incorporating the selected strategies and identify the type of student work each teacher will use to demonstrate learning.
• Teachers implement the planned lesson, record successes and challenges, and gather evidence of student learning.
• Teams review student work and discuss student understanding of the standards.

Teams reflect on the implications of the analysis of student work and discuss potential modifications to instructional strategies. PLC’s work best when there is a culture of supportive collaboration, shared ability to look both closely and from a broad view without bias, and operate from a core set of shared beliefs and behaviors (Education World, 2012).

Conclusion

      The principal’s primary responsibility is to improve teaching and learning at the school site. To do so requires a collaborative community that is committed to building a school culture where there are respect and cooperation among every student, adult, and family. Measurable growth is data based, as staff engages in critical examination and ongoing reflection with a strong commitment to lifelong learning. School policies, norms, and the teaching practices are directly linked to learning, therefore need the ongoing support of the internal processes required to achieve desired goals.

The vision is implemented through leading by example. Sharing the vision is all about making connections– connections to the content, to each other, to the community, and to the world. Learning through discovery and play creates a culture where both the students and the teachers are learners. When the vision embeds a set of core values about learning that is visible through shared behaviors learning process and results are clear to see. In these ways, students and staff are consistently united around the vision through shared leadership and equity for all learners.  In summary, I will conclude with the words of Joe Blase (2001):

It is important to be a critical humanist; support the goals of democracy; demonstrate democratic principles to teachers, parents, and students; involve everyone in democratic decision-making. Going further, adopt an ethic of caring. Develop a nurturing community for children of all races, classes, and genders. Operate from your personal values. Lead with soul, with passion, with purpose. Provide moral leadership in your school.

Sharing best practices, bringing all stakeholders together, expectations for personal and professional ethics and values, and working together to build capacity to support the school vision are united by the leadership and vision of the principal, and shared through common core values and ethical practices of the entire staff and community.

References

Allen, M. (2013). ADDIE Overview. Retrieved from http://edtc6321t2.pbworks.com/w/page/58812937/ADDIE%20Overview

Blase, J., & Blase, J. (2001). Empowering Teachers: What Successful Principals Do (2nd ed.). Thousand Oaks, CA: Corwin Press.

Provini, C. (2012). Best Practices for Professional Learning Communities. Education World. Retrieved from http://www.educationworld.com/a_admin/best-practices-for-professional-learning-communities.shtml

Richardson, W. (2015, November 21). The Surprising Truth About Learning in Schools [Video file]. Retrieved from You Tube website: https://www.youtube.com/watch?v=sxyKNMrhEvY

Schwartz, K. (2016). How Can Schools Prioritize For The Best Ways Kids Learn? Retrieved from http://ww2.kqed.org/mindshift/2016/07/18/how-can-schools-prioritize-for-the-best-ways-kids-learn/

The Classical Academy. (2014). Retrieved from http://www.classicalacademy.com/career/

Ubben, G. C., Hughes, L. W., & Norris, C. J. (2016). The Principal: Creative Leadership for Excellence in Schools. Boston: Pearson.
University of Phoenix. (2016). Educational Impact: Community Support Comes from More than Just Parents. Simmons, Warren. Retrieved from University of Phoenix, EDL/510 website.