You know better than most that the basic health and wellness of your students is vital to their learning successfully in school. The State Children's Health Insurance Program (SCHIP) bill, H.R. 976, was vetoed by President Bush last week. On Thursday, Oct. 18, the U.S. House will try to override his veto, requiring a 2/3s majority of the present members voting in favor of the override. Contact your legislators today and ask that they vote in favor of the veto override! Go to the Federal Legislative Action center at http://capwiz.com/naesp/issues/alert/?alertid=10418706&PROCESS=Take+Action and scroll down to e-mail your representative.
As the famed baby boomer generation reaches retirement age, many states are taking advantage of this population as a pool for school volunteers. Read about a former state-government employee who is spending her retirement years as a volunteer in a Baltimore elementary school in “States turn to seniors for help in classrooms”.
The author of the Speaking Out article in the November/December 2007 issue of Principal magazine has “a renewed sense of urgency” about environmental education and believes that it’s the responsibility of school leaders to integrate it into the curriculum. In her article, Kendra Kecker asks, “If we are in an environmental crisis—which is becoming harder and harder to refute—doesn’t it make sense ... to start educating children at a young age and instilling behaviors we’re currently trying to change in adults?”
Do you think it’s necessary to incorporate an environmental education program at your school? What kind of environmental projects and activities do your students do? Is it even a school’s responsibility to teach students about how to care for the environment?
As we mentioned earlier this week, NAESP is running a Proud to be a Principal campaign through November 15. But we want to hear from you. Tell us, and your colleagues, why you’re proud to be in a profession that impacts millions of students, thousands of teachers, and hundreds of communities.
Trumpet your successes and your role as a school leader and share your proud to be a principal moment here on the Principals’ Office. If you want to learn more about the campaign or listen to a Proud to be a Principal sound byte, featuring NAESP's executive director Gail Connelly, visit www.naesp.org.
The value of a racially diverse staff is a recurrent subject, but gender diversity is just as important. Stereotyping, low pay, and few mentors are among the reasons that the percentage of male teachers is at a forty-year low, according to Newsweek. This dearth is especially alarming given the evidence, however controversial, that teachers’ gender affects student learning. Whatever your take on Thomas Dee’s findings that “learning from a teacher of the opposite gender has a detrimental effect on students’ academic progress,” it is undisputable that children need strong male and female role models from an early age. In elementary schools, the problem is even more distinct, as male teachers number only nine percent.
NAESP invites you to let everyone know that you’re PROUD TO BE A PRINCIPAL! From October 1—November 15, 2007, we encourage you to trumpet your successes and your role as a school leader. You play an important role in your community and the lives of the children you serve. Now is your time to shine! To get you started, below is a copy of the Principals’ Creed. So stand tall, say the Principals’ Creed aloud, and let everyone know how proud you are to be a principal.
Principals’ Creed We are dedicated to ensuring that every child in Americareceives a quality education.
We care about our country by caring deeply about its children.
We believe that no barrier should separate a child
from the best education a school can offer...
that neither race nor sex nor ethnic heritage nor geography nor social or economic statusmay be used to deny a child the opportunity to acquirea solid foundation in reading, writing, and mathematics...in critical thinking...and in the values of friendship, compassion, honesty, and self-esteem,We accept the challenge of the research showing thatquality education in every school depends on the expertise, dedication, and leadership of the principal of that school.
Jonathan Kozol, the award-winning author of The Shame of the Nation: The Restoration of Apartheid Schooling in America, is once again making quite the statement. He has been on a hunger strike of sorts since early July. The 71-year-old has lost about 29 pounds, bringing the 5-foot-9 inch education activist to a mere 132 pounds—all for the sake of America’s schoolchildren. Kozol is protesting the Elementary and Secondary Education Act (ESEA), which is up for renewal this year. According to the Boston Globe, Kozol said he will continue his partial fast until Democratic Sen. Edward Kennedy (a sponsor of the original bill) agrees to overhaul what Kozol called a punitive law that relegates urban schoolchildren to an inferior, stripped-down education and demoralizes teachers, who he believes are forced to teach to the test.
NAESP’s reauthorization recommendations detail what the Association believes should be changed to make ESEA more effective and less punitive on the nation’s schools. Learn how you can make your own statement by visiting NAESP’s Federal Legislative Action Center. Lawmakers need to know how ESEA affects principals and their schools, so what better way is there other than to hear from principals themselves?
Celebrate the Cartoon Network's second annual National Recess Week (Sept. 24-28) by encouraging children to "get moving." Hold a schoolwide recess rally and invite parents and members of the community to participate. This year, elementary schools can register for the Rescuing Recess Volunteer Challenge and enter for a chance to win playground equipment and up to $25,000 in grants. Visit www.rescuingrecess.com for more information.
NCLB, AYP, IDEA, IEP—these are but a few of the numerous acronyms and abbreviations that principals and other educators use on a regular basis when discussing education. Throw in the district- or state-specific terms, such as the acronyms used for some state tests, and it’s no surprise that many parents are scratching their heads when they see the alphabet soup all over school letterhead, or even in newspaper articles.
According to a recent Tennessean article, one school system provides a catalog of phrases for parents to learn as a way to help ease the possible confusion. It’s no easy task for us to keep track of all the abbreviations, so make sure to keep that in mind when corresponding with your students’ parents.
Politicians can legislate benchmarks and teacher qualifications, but they cannot legislate effectiveness. That task is up to principals, according to Todd Whitaker, professor of educational leadership at Indiana State University. Whitaker, who speaks to approximately 250,000 educators every year, believes that regardless of the educational climate, great schools start with great people. Vision 2021 forecasts that principals will need to act as chief learning officers to lead great schools in the future.
Whitaker advises principals on how they can improve the effectiveness of their learning communities. They should aim to hire the best people and work to improve the ones they already have on staff. One of the best ways to do the latter is to create a culture where teachers learn from each other through informal, nonevaluative, peer observations. Educators are often isolated, and even feel threatened by the thought of being observed or being told to observe others. Whitaker believes principals can overcome this hurdle by starting with their best teachers and their new teachers. The best teachers are more confident in their abilities and more willing to work at their craft. The new teachers are the easiest to assimilate into a culture of peer learning. According to Whitaker, “The induction process begins during the interview,” as principals inform candidates that peer observations are part of the school’s culture.
Since principals generally come from the teaching ranks, they also may have an “independent contractor” mindset. Principals need to observe great principals to improve as well. "Unless a principal had great administrators as a mentor and teacher, she or he may have seen few examples of quality leadership," says Whitaker.