Whole Child Education

Principals are the key players in developing the climate, culture, and processes in their schools. They are critical to implementing meaningful and lasting school change and in the ongoing school-improvement process. There is also no doubt that the role—or roles—of a principal has changed dramatically in recent years and will likely change even more in upcoming decades.

In a 2013 episode of the Whole Child Podcast, ASCD's Sean Slade and Donna Snyder are joined by Kevin Enerson, principal of Le Sueur-Henderson High School in Minnesota (an ASCD Whole Child Network school), and Jessica Bohn, principal of Gibsonville Elementary School in North Carolina and an ASCD Emerging Leader, to discuss the qualities principals in today's (and tomorrow's) schools need to fulfill their roles as visionary, instructional, influential, and learning leaders.

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I was recently asked if I remember teachers or educators that made a difference in my life and learning and how they inspired me. Yes, for a while I was that "middle" kid. I was your student who came diligently every day to class, completes their work, and if given the choice, would have been perfectly happy blending into the background. I was eager about the world's possibilities (which you wouldn't have known unless you asked), but had little belief in myself that I would be a part of making a difference in it. I was the kid who had mastered the art of not being noticed, but not well enough to fool the untrained eyes of some of my teachers.

You, too, likely have had one of these teachers. The teachers who are passionate about their work and believe in the potential of each child, love their content area, but believe in the importance of making real connections with their students even more. They are the ones that make the most indelible impressions on your heart and their belief in you is what made you think differently about yourself so you could soar.

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I was working with an elementary principal. One of the school's 3rd grade classes had given him a list of responsibilities they assumed formed his job. He showed me the list and chuckled, until he got to an item that he said made him shudder far more than smile: "You fix everything."

That overwhelming mandate contains a big piece of the truth: almost everything that happens in the school is ultimately the responsibility of the principal. What is equally valid is the reality that one person cannot know everything, be everywhere, prevent all problems, and fix everything.

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As the key players in developing the climate, culture, and processes in their schools, principals are critical to implementing meaningful and lasting change in the ongoing school-improvement process. Those who have a clear vision; inspire and engage others in embracing change for improvement; drive, facilitate, and monitor the teaching and learning process; and foster a cohesive culture of learning lead our schools in ensuring that each student—and school staff member—is healthy, safe, engaged, supported, and challenged.

From July 21 through August 1, we'll be sharing advice for new principal leaders—those who are new to the role or new to a school. What advice do you have for new principals? Are you (or have you been) a principal and have a story or experience to share?

Society is quickly shifting, and so with it shifts the dialog about meaningfully learning and contributing. What used to pass for preparation to participate in a democratic society with a free market economy no longer holds true. Public schools currently reflect the 1900s more than the 2000s, even as education bureaucracy has clamped down and locked in on traditional, measurable standards and assessments. Instead of opening things up to the marketplace of ideas, public schools have opened themselves up to the assessment and technology marketplace, investing in solutions to document and justify the last century's ideals.

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Post written by Barry Saide and Jasper Fox, Sr.

The dictionary definition of reflection states that reflection is light bouncing off a flat plane and returning back at the same angle. This allows us to see an image clearly, like when looking in a mirror. Reflection is an almost perfect representation. If the light bends prior to it returning, it's called refraction. What was once a perfect view becomes hazy, the representation distorted.

When applying these terms to education, how often do we reflect vs. refract?

Reflecting on our own pedagogy and practice takes a confident mindset. We need to be secure with ourselves in order to be open to honest feedback from others, admit mistakes made during delivery of instruction, and self-identify possible solutions for why things didn't go as planned. Reflectors do not blame students for their inattentiveness or behavioral issues. They identify ways to maintain consistent engagement and involvement throughout the learning process. If many students do not get the correct answer, the default response of a reflective teacher is not to state: "I don't know why they didn't get it—I taught it!" Instead, the reflective teacher reviews their approach to teaching the concept, and will try a new approach the next day. Reflectors know not all students understand content delivered the first time because reflective teachers are lifelong students, and may not have grasped content presented to them at some point, too.

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What percentage of students is it okay to let feel unsafe at school?

1. 0 percent
2. 1 percent
3. 5 percent
4. 10 percent

You, like me, probably answered zero percent. As an educator dedicated to a whole child approach to education, you recognize the value of each and every learner.

What if I told you we have allowed (albeit unintentionally in most cases), if not contributed to, an entire population of students feeling unsafe at school? A population of students you are most likely rooting for as they enter adulthood and pursue equal rights.

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On Tuesday night, July 1, from 8–9 p.m. eastern time, join ASCD leaders and educators on Twitter for an #ASCDL2L chat discussing Differentiated Instruction in the 21st century. Carol Ann Tomlinson (@cat3y) will be the special guest author, 2013 Emerging Leader PJ Caposey (@MCUSDSupe) will moderate, and Education Week Teacher (@EdWeekTeacher) will be the guest host. We can' t wait to see you there!

#ASCDL2L is a Twitter conversation for education leaders with monthly chats facilitated by ASCD leaders. If you care about improving the way educators learn, teach, and lead, join the #ASCDL2L conversation. Add your voice to our online community of educators.

Teachers work every day for the benefit of their students. Learn how other educators make a difference in students' lives and learning in a special summer issue of Educational Leadership and get inspired. This digital issue gives you instant access to stories about individuals, teams, schools, and even a U.S. state that are passionate about teaching and learning.

In her "Perspectives" column, Editor-in-Chief Marge Scherer reminds us to remember why we do what we do. She writes,

With so much energy devoted all year long to tackling problems, summer can be a good time to recall why you went into education in the first place, reflect on your many accomplishments, and think about the good you have done and will do in your life as an educator. It's not about self-congratulation, but about looking inside yourself for the rejuvenation and answers only you can find.

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Post written by Melinda Sota, Ben Clarke, Nancy Nelson, Christian Doabler, and Hank Fien

Educational technology is compelling, largely because of its promising capability in enabling differentiated instruction. In a classroom of 30 students with diverse abilities, technology can allow teachers to more effectively instruct students within this wide range. However, the promise of using technology for differentiation relies on a range of high-quality information used to (1) diagnose students' learning needs, (2) map those learning needs onto the program's objectives, and (3) evaluate the evidence for the program.

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