Viviane Robinson on Leadership

21 Oct


Providing Students Meaningful Feedback

02 Sep

Today I saw these great visual notes on Edutopia’s Facebook page, and just had to share:

5 Research-Based Tips for Providing Students with Meaningful Feedback



CCS #C4 – Chromeapalooza

07 Jul


CCS #C4 – Hacking The Classroom With Google Apps

07 Jul


EngagEDnwi – Digitizing Formative Assessment

20 Jun


EngagEDnwi – Unleashing The Power Of Google Apps

18 Jun

Presentation Link


EngagEDnwi – Hacking The Classroom With Google Apps

18 Jun

Link to presentation


Open To Learning Conversations – Free Course

04 Jun

Viviane Robinson out of the University of Auckland has a great free course available to school leaders:


Leader as Learner

04 Jun from LearnTeachLead on Vimeo.


Some Of My Favorite Quotes From Weekend Reading Pt 1

31 May

Fullan, Michael.  Kid’s Can’t Wait.  Winter 2014

Associated with degrees of school/district autonomy under the following conditions:

1. Focusing on powerful pedagogies linked to deep student learning

2. Transparency of results and practice

3. Principal and teacher collective participation in instruction

4. Purposeful collaboration with other schools/district

5. Shared standards, metrics and evidence regarding progress

6. Establishing processes that ‘systematize the work’

7. Mutual commitment to combine internal and external accountability


Right vs Wrong Drivers RIGHT DRIVERS

 Capacity building

 Collaborative work

 Instruction

 Systemness


 Accountability

 Individual teacher and leadership quality

 Technology

 Fragmented strategies


Maximizing Impact from Instructional Leadership

 Be specifically involved in instruction so that teachers are knowledgeable about its

nature and importance.

 Resist the micromanaging of one teacher at a time.

 Focus on actions that will shape the culture of learning more powerfully.

 Develop the professional capital of teachers as a group.


Agent of Change

 Moves people and organizations forward under difficult conditions

Leading Learning

 Models learning and shapes the conditions for all to learn

System Player

 Contributes to and benefits from system improvement

The Leader Learner: The Principal’s New Role

To lead the school’s teachers in a process of learning to improve their teaching, while To increase impact, principals should use their time differently. They should direct their energies to developing the group. (p. 55)

Learning alongside them about what works and what doesn’t. (p. 55)

The principal does not lead all instructional learning. The principal works to ensure that intense instructional focus and  continuous learning are the core work of the school and does this by being a talent scout and social engineer, building a culture for learning, tapping others to co-lead, and, well, basically being a learning leader for all. (p. 90)

Skills for Leading Change :

1. Challenges the status quo

2. Builds trust through clear communication and expectations

3. Creates a commonly owned plan for success

4. Focuses on team over self

5. Has a sense of urgency for sustainable results

6. Commits to continuous improvement for self

7. Builds external networks and partnerships. (Kirtman, in The Principalship, p. 128)