Two Practices I Encourage You to Change in Your Elementary School

Changing traditional thinking and practices in our school system isn’t always easy.  In my 20 years in elementary education, I’ve stumbled across two practices that I think would help students and staff if they were changed.

For some background, I worked for 10 years in a PreK-1st-grade building, four years in a 2nd-3rd-grade building, four years in a 4th-5th building, and the last two in a building that houses students in grades 3rd-5th. The first of these two things is more suited to upper elementary while the second I believe applies to all elementary schools.


 1. Traditional practicePlacing a student on a class list and leaving them in that class for the next nine months no matter what. I know that we all have great practices in place when developing class lists. So much time, effort, and thought goes into creating balanced class lists. We code students based on behavior, academics, and other needs. We consider personality matches between student and teacher. Hours and hours of thought and our very best work goes into class lists. Having said that, is it really possible we bat 100% on those predictions? Is it possible there might be a better match for a student than the one we hypothesized in the spring? We certainly know that a new mix of kids can lead to students displaying different behaviors than the previous year. That doesn’t even take into account move in students and how they impact the classroom dynamic.

1. My thinkingBe willing to make changes! Just because you put a student’s name next to a teacher’s name last May shouldn’t mean the student HAS TO stay in that classroom for nine months. We sometimes fear the impact on the student and the stigma of moving classrooms. When doing so, we underestimate the resilience of kids. We underestimate that the fresh start might be exactly what THEY want. One possibility is to transparently share with parents that your school will be looking at class lists in October and again at the holiday break to see if adjustments need to be made. What stops you from having a student spend 1/4 of the year in each of the four classrooms in the grade if change is a positive for them? In my experience, exploring a move only applies to 5-10% of students in any given grade. But if we can improve the school year for a handful of children, isn’t it worth it?  In my experience, when we have been able to get the student, parent, current teacher, and new teacher all on board with the move, we have had really positive results.


2. Traditional practiceKeeping teachers in the same grade level even if the chemistry within the grade level isn’t great. I get that we aren’t big on change in education. I know the merits of learning a curriculum inside and out and how that positively impacts the instruction delivered. There was a time where teachers could shut their door and teach. That time is over. Collaboration is better and more frequent than at any time in the history of education. Because of that, the chemistry, collaboration, and working relationship within a grade level must be better than it’s ever been.

2. My thinking Be willing to move your staff around to find the right mix. First and foremost, I’m not talking about moving teachers against their wishes. I’m not talking about moving ineffective or minimally effective teachers. I’m talking about teachers who could be even better when on a team that fits their needs. I think the business world has this right.  People are moved to new desks, different teams, various departments, relatively often. We can learn from that. I encourage principals to look at the strengths of their individuals, the mix of their teams, and be willing to make changes that will allow grade levels to be better than they’ve ever been before. 


10 Ways Principals Need to Support Teachers

I am now 9 years removed from the classroom. I am very aware of that amount of time and the impact it can have on a building principal. Some of the most common errors I believe that building principals make, myself included, stem from times when they are out of touch with what is really happening in the classroom. If a principal is asking a teacher to put up learning targets, essential questions, and success criteria, along with shaking every student’s hand, monitoring the hallways, checking their email, responding to parent phone calls, and having a “hook” ready between each class period or subject, I’d suggest they may be out of touch.

How do I best combat that? I talk to teachers. Lots of teachers. I listen. During the school year, I try to get the pulse of our staff consistently. I work to create a culture where teachers can come to me and say, “Andy, that’s asking too much” or “that’s not realistic.” Not to whine or complain, and not all the time, but when they truly feel like it doesn’t make sense. In the summer, I have friends who are still teachers all across the state. I listen to them. I ask about their celebrations and challenges. That allows me to reflect and make sure I’m in tune with what life is like in the trenches for a teacher in 2018. download.jpg

All of that leads me to this list. As with every blog post I’ve ever written, there are items on this list that I feel like I’m really good at and there are also major growth areas. I’m sure my staff could identify them quickly! There are many aspects to being a principal, but supporting staff in a way that allows them to be their best, ranks very high on the list. If I’m doing these 10 things, I’m well on my way to doing just that.

1. Become an expert at the teacher evaluation processIt’s the #1 complaint I hear from teachers. It must be a collaborative growth model. If it’s to check a box, or based on 2-3 classroom stops a year, or provides summative and not formative feedback, it’s not going to go well. Make sure teachers see it as worthwhile time spent to reflect, collaborate, and improve their practice.

2. Build the why togetherIt’s not about my vision alone. It’s about our vision, a shared vision. Whether it’s a mission statement or not is irrelevant. Make sure your focus is clear and work done directly aligns to it.

3. Handle discipline collaboratively. I will NEVER understand the model of kid does something wrong, the teacher sends them to the office, the principal assigns punishment, life goes on. Speak to the people who know that child best, their parents and the teacher. Don’t be in a huge hurry. Coming up with the best restorative practices and/or clear consequences is what is most important. Using more than one brain when doing so has helped me in many ways.

4. No job is too small or too big for the principal – Be willing to do just about anything when the situation calls for you to do it. There is no real job description for the principal position. You must make the really tough, big decisions.  In addition, you might need to clean puke, wipe tables, give a hug, pick up trash on the playground, whatever it takes. Model for everyone that it’s “we” when it comes to all components that help run the school

5. Give grace / Don’t sweat the small stuff – Your teacher has been early to school for 140 straight days. They are late for understandable circumstances. Don’t write them up. Teachers are people. They make mistakes. Have open and honest conversations about how you can help. 1 teacher responds to an email inappropriately. Don’t fire off an email to the entire staff about the appropriate use of email. Have a conversation with that staff member. Give grace, remember the big picture, build trust, support people.images.jpg

6. Family first. Always – Don’t just say it. Live it. Make sure that your staff WANTS you to take care of the needs of their family first. That allows them to be the best employee possible. Don’t make them feel guilty for leaving on Friday at 4:00. Encourage that healthy balance between school and home which decreases teacher burnout.

7. Be transparent about your weaknesses/mistakes. In addition, share your plan to do something about it – Show that you are human. When you make a mistake, own it. If there is a part of your practice that is not what it needs to be, share that. But also let people know of your plan of action to make that better. 

8. Provide valuable PD – #2 complain behind the teacher evaluation process that I get from teachers is that PD is not impactful on their practice. You aren’t just the instructional leader, you are the lead instructor and facilitator. The learning experience you provide should match what you expect teachers to provide for students. Engagement, relevance, collaboration, thinking, application. That simple.

9. Treat everyone with respect, in every situation, every day – That includes the parent or student who is “F-bombing” you. When you set that example for others in your building, it’s an easy one to follow. Every parent, student, staff member, or guest who walks into your school is one that you can show respect towards.  

10. Be the loudest cheerleader for positives happening in individual classrooms, grade levels, and the entire school – This allows you to “have people’s back.” Remarkable things are happening in each classroom, each day. Scream those from the mountaintop in whatever way you can. George Couros puts nails it when he puts it this way:


Well, there’s my 10. As I reflect, I think I am on the right track in 5 of them. At least 2 I’m brutally average and 3 I really need to do a better job of. Supporting your staff in whatever way they need it, which allows them to be their best, directly impacts students every day.

Was This School Year a Success? 5 Questions to Ask Yourself As the School Year Ends

The first few weeks after school ends are a great time to reflect upon the past year. For me, I often need a structure, a coaching conversation, or specific questions posed to engage in reflection that truly impacts my work.  Here are a few that have supported my thinking as either a teacher or principal over the past couple years.

1. Can you think of the names of 5 kids that NEEDED you this year and you were there for them?  What did you provide that had such a huge impact?

2. What specific staff members did you play a role in supporting this year and how did you do it?

3. What 3 parts of your practice did you improve upon?

4. What did you do to positively impact the culture of your school?

5. What is something about your craft that you didn’t make the strides that you hoped to? What is your action plan to address that for next year?

Take a moment. Consider those questions. Even write down your answers. They may lead to some specific next steps or you may tuck them away and revisit in August.


Youth Basketball: What is Your Purpose?

I’ve found myself in a lot of conversations lately about different philosophies surrounding developing youth basketball players. Some of those have centered around “The HUD,” a new travel basketball team starting here in Hudsonville. Having been at the Ludington Gus Macker this past weekend, I’m always talking hoops with current coaches, past coaches, active parents, and basketball junkies. 

For those of you that might not know much of my past, I’m going to state some of it here.  When you are going to talk about something like this, whatever your “basketball resume” looks like, should matter. The time and effort you’ve put into the kids and the game should matter. I’m not going to comment on football or baseball, as I simply haven’t played or coached the game at a high enough level to comment intelligently.

* I’ve coached basketball at some level for the past 21 seasons.  14 of those years were at the varsity level including 12 seasons as the head coach. I was fortunate enough to be around good enough coaches and players to win over 15 championships and helped to put kids at the D1, D2, D3, NAIA, and JuCo level. I’ve coached both local and club travel teams.  I was responsible for designing the drills, structures, practices, and development of players in our youth program (grades 3-6) for over a decade. As a parent, I’ve had both of my kids (one is 14 and the other is 11) play on all levels of teams in an out of season.

Recently, I’ve heard and observed debates between parents about “what is right” when it comes to different choices they have for their young basketball player. A discussion turns heated when talking about AAU or local travel teams. Strong opinions are shared regarding which summer camp to go to, the organization to play with, tournaments to enter,  and whether or not playing in a Macker is good or bad. When we talk about our kids, it tends to be intense. However, I think people are missing a pressing question that should be discussed before even word one is uttered,

“What is the purpose of youth basketball for your child?”

Before you even get into stating your opinion, to which you are sure you have the “right” answer, be sure to answer that question. Have both parents answer it. My guess is the person you are engaged in this heated conversation with, has a completely different purpose for what youth basketball holds for their child. That doesn’t mean you are right or he is wrong, it’s just a different purpose and end game for you both.images-1.jpg

I think you can break down the purposes that parents have for youth basketball into these 8 things.

1. Get the kid a college scholarship

2. Become a better person through sports

3. Improve their individual skills to become a better player

4. Learn to #PTRW (Play The Right Way)

5. Have fun

6. Compete at the highest level against the best competition

7. Receive the best possible coaching

8. Play with kids from their school to develop a bond/chemistry towards high school


Don’t get me wrong, it can be more than one.  I think it’s near impossible to do all 8 and even parents that I’ve seen try, they have to prioritize some over others.

For my 11-year-old son, I can share my priorities for him very quickly and those are (in order) #2, 3, 7, 4, 8, and 5.  That doesn’t mean that 1 and 6 aren’t important. But it’s very unlikely he will play the next level. If he gets a whole lot better, 1 and 6 increase in importance as he moves into high school. Therefore, a parent who has #1 and #6 at the top of their list, is going to have a different purpose for youth basketball than I am and that’s OK. But we aren’t going to see things the same way. Because of my past experience and where my kids are as players, this is how my list looks.

– #2 is important because nothing is more important than my son becoming a great person. Sports run out at some point and the type of impact you have on the world is what matters most.

– #3 matters because you have to optimize skill development. Players get better at practice and during individual work when no one is looking. Just playing 100 games a year doesn’t make you better. It’s what you do when no one is watching and how you attack the weaknesses to your game that makes you better.

– #7 can make or break the sports experience for young kids. Having a quality coach who teaches, motivates, and inspires kids to be their best, can light that spark. Coaches who don’t measure their acumen by mythical 4th-grade championships but instead the development of their team and individuals, are harder to find than you might think.

– #4 ties directly to 7. Kids who play the right way know what to do when they don’t have the ball, make the extra pass, dive for loose balls, take charges, are coachable, and great teammates. My son needs to be taught what to do when he doesn’t have the ball on offense or defense. He doesn’t need to learn 75 combination dribble moves in 1 on 1 skill sessions with individual trainers. There doesn’t need to be 5 James Harden clones on an 11-year-old team. There is one ball on the court at a time. The other 4 players serve an important purpose when they don’t have it and need to be taught what to do when they don’t. That is tragically missing from today’s youth basketball experience. My son needs to know when to space, when to screen, when to get in position to rebound, when to be down and ready to shoot. He also needs to learn proper shooting form and rep that out so he can make shots. That way, when the kid with 75 dribble moves keeps shooting bricks because all he does is practice 4 different euro steps that he can’t finish instead of repping out jumpers, someone can put the ball in the hole. On defense, he needs to know what to do when his man doesn’t have the ball, when to be in a gap, in deny, how to communicate, all the things that make up great team defense. If he’s going to play the right way he has to give up his body for the team, whether that’s taking a charge or diving for a loose ball.

I also equate “playing the right way” to how a kid is going to be expected to play at the high school level.  I’m not going to teach him to press half the game or play 2-3 zone when you don’t see teams doing that at the high school level.  Could we sit in a 2-3 zone and take advantage of 12-year-old’s not being able to make jumpers? Sure? Could it help us win more games? Probably.  We don’t do that because if you try that 6th-grade 2-3 zone at the high school level kids bang 3’s in your face.  It may work as a change-up, but that’s not a bread and butter defense for successful high school teams. Any minute spent practicing it or using it in a game is a minute we aren’t working on being able to play half court man-to-man, which is the staple of successful high school and college basketball teams.  In addition, we aren’t going to turn the game into a circus with 10 different presses and traps to take advantage of inferior ball-handling when 90% of the time that doesn’t translate to the high school game and isn’t run by the high school teams in the same towns where youth teams are playing it. He better listen to his coach, respect the officials, and understand that the team is always bigger than him. Get out of your selfish individualized bubble and see when your teammates need a pat on the back or a pep talk.  #4 matters a lot.

– #8 carries weight because you are developing a band of brothers with the kids you will play with in high school. There is something special about playing for the name on the FullSizeR.jpgfront of your jersey. You get one chance in your life to play for your hometown but that strong belief likely comes from 30 years around public schools. Developing a trust and camaraderie with those other kids takes thousands of hours in practices, games, and tournaments. That doesn’t mean you can’t play AAU. I believe you can certainly do both.

– #5 means something. Having fun is important. But hard work isn’t always fun. Getting better is fun. Practices and drills, games where you get beat up, let’s not act like it’s all fun.

I think most of the time parents have the best interest of their child in mind. I’m certainly not going to mock, demean, or scrutinize how another parent might prioritize their list. That would be small and narrow-minded. Before you get knee deep in a debate over youth basketball next time, make sure to ask that question first.

“What is the purpose of youth basketball for your child?”

















Principals: Survey Your Stakeholders to End the Year

As the school year winds down, I begin to solicit feedback by sending surveys to staff and parents.  I ask them about the performance of our school and also my work.  The first couple of years as an administrator, I wouldn’t have dreamed of doing such a thing.  I’m not sure I was confident enough in my role and I was probably nervous about the kind of feedback I’d receive!  Looking back, I wish I would’ve had a formal structure to get the thinking from others that would allow me to improve as a principal.  Since I’ve started doing this, it’s been very helpful to sit back on a June day when the students are gone and see our school through a different lens.  It makes me consider different perspectives and

By administering these surveys, I hope to send the message that I welcome the thinking of others, that I have a growth mindset and a burning desire to get better at my job, and that their voice matters.  With the data, I make an action plan of how I will address the issues that surface.  I also share the results and/or the action plan with the people who took the time to fill out the survey so they can see some of the summative results.

Below are the surveys that I sent to parents and staff last week.  I have tweaked them over the years based on how often I have been in the building, areas of focus for our school, or specific thinking I was hoping to receive.  I use SurveyMonkey because it’s free, easy, and anonymous.  If you need a format, feel free to use or adjust these as you’d like.


1. How would you rate Andy’s effectiveness as a principal this year?

Highly Effective
Minimally Effective

2. Andy has helped to create a positive culture at JU for staff

Strongly Agree
Strongly Disagree

3. Andy has helped to create a positive culture for students at JU

Strongly Agree
Strongly Disagree

4. I feel “valued and appreciated” by Andy

Strongly Agree
Strongly Disagree

5. JU has a collaborative culture with shared ownership and voice

Strongly Agree
Strongly Disagree

6. JU is an enjoyable place to work

Strongly Agree
Strongly Disagree

7. I see Andy’s areas of strength as:

8. Areas I think Andy can improve are:

9. Areas of strength for Jamestown Upper are…

10. Areas of growth for Jamestown Upper are…

1. The curriculum my child is learning matches what they need as a learner

Strongly Disagree Disagree Neutral Agree Strongly Agree
The curriculum my child is learning matches what they need as a learner
The curriculum my child is learning matches what they need as a learner Strongly Disagree
The curriculum my child is learning matches what they need as a learner Disagree
The curriculum my child is learning matches what they need as a learner Neutral
The curriculum my child is learning matches what they need as a learner Agree
The curriculum my child is learning matches what they need as a learner Strongly Agree

2. The instruction my child received this year was effective

Strongly Disagree Disagree Neutral Agree Strongly Agree
The instruction my child received this year was effective
The instruction my child received this year was effective Strongly Disagree
The instruction my child received this year was effective Disagree
The instruction my child received this year was effective Neutral
The instruction my child received this year was effective Agree
The instruction my child received this year was effective Strongly Agree

3. I received timely and accurate information about my child’s academic and social/emotional progress

Strongly Disagree Disagree Neutral Agree Strongly Agree
I received timely and accurate information about my child’s academic and social/emotional progress
I received timely and accurate information about my child’s academic and social/emotional progress Strongly Disagree
I received timely and accurate information about my child’s academic and social/emotional progress Disagree
I received timely and accurate information about my child’s academic and social/emotional progress Neutral
I received timely and accurate information about my child’s academic and social/emotional progress Agree
I received timely and accurate information about my child’s academic and social/emotional progress Strongly Agree

4. I feel like my child is safe at Jamestown

Strongly Disagree Disagree Neutral Agree Strongly Agree
I feel like my child is safe at Jamestown
I feel like my child is safe at Jamestown Strongly Disagree
I feel like my child is safe at Jamestown Disagree
I feel like my child is safe at Jamestown Neutral
I feel like my child is safe at Jamestown Agree
I feel like my child is safe at Jamestown Strongly Agree

5. Being bullied is a problem for my child at Jamestown

Always Sometimes Neutral Rarely Never
Being bullied is a problem for my child at Jamestown
Being bullied is a problem for my child at Jamestown Always
Being bullied is a problem for my child at Jamestown Sometimes
Being bullied is a problem for my child at Jamestown Neutral
Being bullied is a problem for my child at Jamestown Rarely
Being bullied is a problem for my child at Jamestown Never

6. The principal is effective in his role as the building leader

Ineffective Not yet effective Neutral Effective Highly Effective
The principal is effective in his role as the building leader
The principal is effective in his role as building leader Ineffective
The principal is effective in his role as building leader Not yet effective
The principal is effective in his role as building leader Neutral
The principal is effective in his role as building leader Effective
The principal is effective in his role as building leader Highly Effective

7. The Jamestown staff cares about my child

Strongly Disagree Disagree Neutral Agree Strongly Agree
The Jamestown staff cares about my child
The Jamestown staff cares about my child Strongly Disagree
The Jamestown staff cares about my child Disagree
The Jamestown staff cares about my child Neutral
The Jamestown staff cares about my child Agree
The Jamestown staff cares about my child Strongly Agree

8. My biggest PRAISE and/or THING TO CHANGE for Jamestown would be…

9. Share anything about the principal’s work you do appreciate or don’t appreciate

10. Any additional information about Jamestown or your child’s 2017-2018 school year that you’d like to share


Next year, I’d like to extend the surveys to our students.  While I do exit interviews with each 5th-grader, I have not surveyed them in the past.  If you have student surveys you use with elementary students, please share those with me.

Best wishes on the final weeks of school with your students.  Enjoy all the end-of-the-year moments, smile, laugh, and be grateful to be part of the greatest profession in the



Secor Family Milestones and Serendipidty

I spent part of the weekend reading the recently released Path to Serendipity by an educator and person I admire, Allyson Apsey.  At the same time, our family hit a few milestones that were very meaningful.  Those things happening simultaneously meant some reflection for me and usually what follows reflection is

Once I have a chance to reread and process more of what Allyson wrote, I’ll share a blog post devoted completely to her book.  My first impressions are that it’s real and authentic, just like her.  I connected with many things she wrote, even some that were slightly embarrassing.  The book encourages you to embrace the imperfect journey we are on in this thing called life.  Like the Philadelphia 76ers, it’s about embracing and trusting the process.  When I finished reading, I wanted to not only become a better educator but a better person.  Allyson’s words made me want to listen to understand, give grace, discover myself, seek the positives, but more than anything, take control of my own destiny each and every day.  While it’s still too raw to pinpoint how this will translate into my daily life, I can assure you that it will.  This book holds that type of power.

As far as the milestones, the Secor’s hit three fairly significant ones in the last 3 daysdownload.jpgFirst, my daughter was asked out on a date.  Well, I say it was a date.  My wife says it was a date.  She is pretty non-committal.  I think if someone asks you to go play golf, and it’s just the two of you, it’s a date.  My son had the reproductive health, “boy to man,” video at school.  That meant we need to have that father/son talk.  You know the one.  Finally, I took my daughter out to practice some driving around the parking lots by the school where I work as driver’s training is getting closer.  

So, how do those two things connect? 

“There is no greater blessing than to appreciate the gift of love and life.” 

Allyson writes that on page 52 in the midst of a touching story about her mom’s battle with cancer.  I read that quote about ten times before I realized why I was reading it over and over again.  It was because of those 3 milestones.  One could approach those milestones in many ways.  I could realize how old I’m getting.  Nah, let’s ignore father time a little longer.  I could shed a tear because of how big my kids are getting.  That’s really not how I approach these special moments.  I could wonder out loud where time has gone.  People who have heard my “time is a constant, not a variable” rant laugh at the thought of that. download.jpg

The way I choose to live out these milestones aligns well with Allyson’s quote.  I feel fortunate to experience that talk with my son.  My Dad never sat me down for that one and partially because of that, I wanted to have it with Myles.  He’s a pretty open book and we shared information and a few laughs.  As my daughter Ally nears the age of 15, I’m blessed to see her grow into a young woman someone would want to date.  She is thoughtful, kind, and caring.  Sitting with her in the car as she shifted the car into drive for the first time is a memory I feel blessed to have made with her.  I won’t ever forget it.  So many Dad’s don’t get to experience those 3 milestones with their kids.  Many kids don’t have their Dad around for those milestones.  I’m not sad those milestones happened, I’m grateful to have experienced them with my family.  

I feel appreciative that I was able to read Allyson’s book.  I am grateful to have the 3 milestones in our family this week.  As life goes on with milestones coming at us all the time, I choose to welcome them with open arms and make the best memories possible out of each and every one.





Principals: Advice for Leading Successful End-of-Year Teacher Reflection Conversations

I know many of my administrative colleagues are preparing for their end of the year meetings with teachers.  This year, I will be facilitating around 40 end-of-year teacher evaluation conversations.  I see those meetings as a great opportunity to look back, reflect, and also plan forward.  I truly look forward to sitting down with staff to discuss, laugh, and celebrate their 2017-2018 school year.

images-1.jpgBelow, is the format I use for those conversations.  Feel free to use any parts that might be helpful to you.  My goal is to start big picture, shut my mouth, and truly listen.  Allow teachers the time to frame the school year through their eyes, not yours. 

From there, I really try to accomplish three things.  First, I want to join them in celebrating.  There are amazing accomplishments in each classroom and within each teacher.  I never want to miss a chance to thank them for all they do for our students and school.  This is a great time for me to recognize and applaud that.  Second, I want to start planning forward with them collaboratively.  I want just a little part of their brain to be thinking about goals, new ideas, or different paths for next year.  Finally, I want to us both to push, press, extend, or challenge each other’s thinking.  As we collaborate and brainstorm, we both grow and new ideas are pushed to the forefront.  As we grow together, we build trust and ownership towards a common vision.  If we’ve accomplished those three things at the end of a conversation, I feel like our time has been productive and supported their learning.     

Here is the outline I use as I facilitate those conversations.

5D+ End of the Year Year Evaluation Meeting

* Use “EOY Post Inquiry Conference Planning” page as a guide during the conversation

* Share outline  for the meeting

  • Analyze student data
  • Examine teacher’s focus areas and their impact on student learning this year
  • Review and update the growth plan.  Discuss growth in the 5D+ rubric within the focus areas and initial scoring thoughts
  • Discuss potential focus areas/PLC options for next year
  1. Big Picture – Celebrations and challenges over the course of the year
  2. Student Data
  • Noticings, trends, patterns, in classroom and grade level data
  • Present any data relevant to your student achievement goals for the year
  • How were these impacted by your focus areas?  What other factors significantly impacted student achievement in your classroom
  1. Reflection on Areas of Focus
  • What changes have you made in these focus areas from past years?  
  • Which of those has been the most positive or impactful for you and students?  
  • What is still a work in progress?  Sustainability — How do you carry over work in this focus areas into next year?
  • How has the work you have put into your focus areas impacted students?

          – What evidence do you have to support that?

          – What student data sets can you point to?

  1. Admin shares thinking/Scoring on focus areas — notice, wonder, next steps
  2. That is a summary of your learning for this year.  Is there anything else you’d like to add?

         – Discuss “PCC” dimension/staff can bring examples of work in that dimension 

         – Discuss indicators where the administrator has collected the least evidence 

         – Review self-assessment from the fall and discuss then vs. now (JU)

* Do you think the focus areas should remain the same?  Why or why not?

* What other areas may interest you? What inspires, energizes you or intrigues you in the field of education?  Possible PLC areas?

* Hand-out the summary scoring page in a separate, 1 minute, meeting