New School Initiatives
Principal voices from across the nation.
What’s one tried-and-true initiative you’ll be implementing this school year?
Showing what a graduate looks like. [We will use] a combination of responsive classroom and positive behavior interventions and support practices [to frame] the overall structure of our Tier 1 school environment approach. This year, we will be adding our Profile of a Graduate structure, too.
—Jeremy Engebretson, Raven Stream Elementary, New Prague, Minnesota
Guest speakers. Our district teams with neighboring districts to host a collaborative in-service day on the first day back from winter break. Educators hear from a regionally or nationally recognized speaker who helps energize and inspire us for the second half of the school year.
—Brad Luce (@5luce), Centennial Public Schools, Utica, Nebraska
Balancing leadership. I plan to continue leading through the frame of balanced leadership. To me, this means recognizing my weaknesses and allowing my amazing assistant principal to shine in those areas. It also means I operate with situational awareness, know the needs of my teachers, assume positive intent from faculty and staff, and trust people to do their work.
—Jesse Goins (@jlgtennessee), Lower School of the Chattanooga School for the Arts and Sciences, Chattanooga, Tennessee
Advisory classes. An advisory class period at the middle school level. We focus this time on a balance of social-emotional learning, strategic academic intervention in the areas of reading and math, and school community-building and group connection.
—Carmen Maring (@Dr_Maring), Gull Lake Middle School, Richland, Michigan
A range of supports. Positive behavior interventions and support incentives for students.
—Anna Claire Parker (@acparker12), Horn Lake Intermediate School, Horn Lake, Mississippi
Up-to-the-minute communication. For principals of virtual learners, frequent, consistent, easily accessible, and quick-to-digest communication and rapport are paramount. Virtual meetings, emails, virtual newsletters, and text apps have proven invaluable in maintaining a positive flow of communication with students and families and fostering rapport.
—Jennifer Brown (@jbrownprincbela), BeLA, Bellefonte, Pennsylvania
Continuing home visits. [Under our IMPACT program,] we visit children at their homes to recognize them for their good work and following the rules. It is a joy!
—Matt Moyer (@MoyerMatthewD), Rupert Elementary School, Pottstown, Pennsylvania
Helping students know teachers. We found success in implementing a grant-funded program that focuses on developing and building stronger relationships among students and teachers. The teacher picks a question from a category—anything from “What’s your favorite ice cream?” to “What’s your favorite color?” The teacher answers, helping students see their teacher from a different perspective.
—N. Waller Martin Jr., Brookwood Elementary School, Enterprise, Alabama
A listening tour. I visit every classroom and ask students to share what they like best about our school and what changes they would like to see. Based on grade level, students draw pictures, write their thoughts, or complete surveys. Teachers either stay while I meet with their classes or take a 20-minute break.
—Jessica Zimmer (@Mrs_J_Zimmer), Shelter Rock Elementary School, Manhasset, New York
Collaboration and coaching. Our weekly collaborative planning time, paired with ongoing instructional coaching and feedback, has been instrumental in strengthening instructional practices, building team cohesion, and ensuring alignment to grade-level standards. Teachers meet weekly to analyze student data, co-plan lessons, and share strategies—and those plans are further supported through real-time coaching, classroom visits, and actionable feedback
—Patricia Wells-Frazier (@Patrici44782991), Panorama Elementary School, Hillcrest Heights, Maryland
Zoned recesses. The school counselor takes a group of students while two groups go on the playset and one goes on the field. The counselor teaches students a game and how to use the equipment. She talks about sportsmanship, how to ask students to play a game, and how to solve problems. This has drastically reduced office referrals following lunch.
—Lynne Stark (@lstark25), Vincent Elementary School, East Lorain, Ohio
Concentrating on math discourse. We will be focusing on math achievement. By focusing on math discourse, we will build mathematical thinkers who can also effectively “talk” the math. I am leading a book study with the instructional coaches, and we are going to map out implementation together.
—Aqila Malpass (@teachonpurpose), Hoover City Schools, Alabama