Nurturing Instructional Leadership
Why use this Framework? Based on existing research and best practices, the Dual Capacity-Building Framework for Family-School Partnerships (Version 2) is designed to support the development of family engagement strategies, policies, and programs. It is not a blueprint for engagement initiatives, which must be designed to fit the particular contexts in which they are carried …
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Visit Turnaround for Children’s Culturally Affirming and Sustaining Practices sub-page and download the Curriculum Audit, which helps educators consider the extent to which curricula and related materials are culturally responsive. The audit includes reflection questions related to cultural knowledge, representation, skills development, and co-creation of learning experiences.
Download the Wallace Foundation’s Promoting Participation and Experience tip sheet, which offers suggestions on page 5 for planning, staff training, and observation and feedback designed to create a positive site climate.
The National School Climate Center has a checklist of 14 indicators that they assess to determine how a school or district is promoting positive community interactions, respect for diversity, and student safety and physical and mental health. Compare summer learning plans against the checklist and identify opportunities to develop norms and practices for student and community wellbeing.
Page 7 of this planning resource from TNTP is a list of questions to consider when determining which students to prioritize. You will also find a list of considerations when choosing a summer learning model, including: what students know and have yet to master, how teams will track progress, and instructional capacity needed.
The Wallace Foundation has curated a wealth of resources to support districts in their summer planning processes, partnering with thought leaders and practitioners to develop more than 50 evidence-based tools and resources. Review their Planning and Management toolkit, which includes: The Summer Planning Calendar, with sections devoted to management, continuous improvement, recruitment, curriculum, and other key areas The …
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Identify High Priority Content and Skills. Determine which content should be the highest priority based on what students will need to deeply know and understand to demonstrate readiness for the next grade. Student Achievement Partners (SAP) have outlined which content should be highest priority.
Use these Classroom Shared Agreements (and other lesson plans) from CASEL to create time to build the relationships that encourages learners to feel a sense of community- that they are “in this together”.
Districts and schools can use the Student Tracker for High Schools from the Student Clearing House to track their students’ data in a large national database. Data is pulled from 97% of public and private institutions and includes two-year/four-year, graduate, public/private, trade, vocational, and others. This is a subscription-based service. Download a sample report to see how you might apply the data in …
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When looking at why students miss school, go straight to the source and ask them! Gathering the data will help to create the proper interventions to support your school community. The survey, Reasons for Chronic Absenteeism Among Secondary Students, by Amber Humm Brundage and Jose Castillo at the University of South Florida shows the most common …
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