I love the "Yet" strategy we just learned from the Dweck video. If a student says, "I can't do this," prompt them with, "You can't do this yet, but let's figure it out together." Love it! #EDSI6321

I would like to see a change in the culture that sees PD like an "event" and more like a "sustained process of improvement." After all, this is what we expect of our students. #EDSI6321

Working together to connect students to external resources such as faith communities, boys and girls clubs, YMCAs, after school programs, and support groups. All of these will work together to provide the continuity of care students will need. #EDSI6321

Building trust with teachers that you truly are there to help them grow and not to be punitive. Relationships! Relationships! Relationships! I also believe that good Instructional Coaching can make a tremendous difference in teacher growth and student learning! #EDSI6321

Respecting their time seems to always be appreciated. I also try to encourage MH days (mental health) if I see a teacher who seems tired or maybe irritable. I think they are surprised when an administrator tells them to go home and take care of themselves. #EDSI6321

Great thoughts Ashley! Teachers would certainly appreciate all of these! Knowing that their administrators have their backs with parents and district staff goes a long way also! I try to give teachers back time on PD days if possible so they can work in their rooms. #EDSI6321

I always believe that it is the small things that you do for teachers that make a difference in them staying or going. Would you agree with that? #edsi6321

Nothing frustrates me more as an administrator when a few teachers go rogue on not holding students to agreed-upon standards! Some examples would include cell phones, tardies, and allowing students to leave class without a hall pass. #edsi6321

In my mind, an accountability framework would help to promote a growth mindset and put a priority on student learning outcomes rather than the focus being solely on compliance and ratings. #edsi6321

It absolutely can be noisy! It is also difficult, at times, to distinguish engagement from compliance.

Engaging instruction comes to mind when teachers are battling classroom disruption. This can look like a lot of things: captures their attention, motivates them to learn, open-ended questioning, student choice, collaborative group work, PBL, and real-world connections.

How important is it to create community partnerships when developing different pathways? This will open up community-based internships in that pathway for students to use as a capstone to their program.

Training your inclusion teachers to understand the concept of differentiated instruction and actually put it into practice. Creating strong peer relationships amongst inclusion students will help them create a sense of belonging and engagement.

I would think it would be beneficial for the mentor to be a good listener and communicator. Giving constructive feedback is going to be important, so it is certainly helpful for a mentor to actually have a strong history of being an effective principal.

I think a leader's readiness for the role has a lot to do with being prepared for campus leadership, being able to adequately support teachers, the ability to articulate a clear vision for the campus, and being able to create a positive campus environment. All point to student achievement!

Strong instructional leadership, effective teaching, data-driven decision- making, a focus on student learning, and a school culture that supports collaboration and continuous improvement

A simple, effective strategy is to greet students daily with a handshake, fist bump, or personalized greeting at the classroom door to build rapport and signal to them that today is a fresh start. #edsi6321

I believe that shifting the focus from compliance and punitive measures to support and growth. This means designing accountability frameworks that emphasize student learning outcomes, not just standardized test scores, and that provide actionable feedback for schools to refine their practices.