Leadership-Difined by a 5th Grader

An elementary principal recently shared the insights to leadership from the lens of a 5th-grade student. This was the outcome of a writing assignment about someone they recognized as a leader. I was touched and awed by the articulation and key actions (which I highlighted) used to describe effective leadership. I bet this student is also a leader and is destined to have a future impact within GIPS!

"A leader has to have empathy. Empathy is the ability to understand how someone else is feeling and help them if they are having negative emotions. To be a leader, you have to be supportive and encouraging through the tough times. You have to learn how it feels to be in someone else's shoes. Acknowledge their pain. Empathy helps you to respond appropriately to the situation you are in.  People believe that empathy leads to better behavior and less problems. 

A leader also has to be accountable. Accountability is the most important quality of them all. If you’re a leader your teacher expects you to be responsible and organized. You should have all your homework done and be helping other classmates that might not quite understand the assignment. You have to be able to allow people to trust you. Accountability eliminates the time and effort you spend on distracting activities and other behaviors. Being accountable not only means being responsible for something but also ultimately being answerable for your actions. 

Lastly, you have to be positive. If you’re a leader you cheer when you’re behind or in front. And you don’t care when someone makes a mistake. You tell them it's okay and give them positive comments. When someone is down you cheer them up. When you’re stuck on a hard task you stay positive and work hard. Being positive is an example of a growth mindset. A growth mindset is the view love learning and resilience or toughness that is essential for great accomplishment.

Leadership is an important function of management which helps to maximize efficiency to achieve organizational goals; without empathy, accountability, and positivity, we would be lost."

Please don't hesitate to share student work that supports and aligns with our GIPS vision-I would love to highlight other examples throughout the year.

How do I Request Curriculum Resources and Materials from L4L?

Hey Everyone,

Meet Crystal Henson-if you haven't already!  She is your resource for curriculum materials and resources :).

This week she learned how to use a Swivl and created a video blog about the process to access additional resources and/or materials for your classroom. The process she describes will help ensure you get the resources you need in a timely manner. 

We are all learners in the L4L department.

Shout out to School Counselors

National School Counseling Week, sponsored by ASCA, highlights the tremendous impact school counselors can have in helping students achieve school success and plan for a career.

Please take the time to intentionally thank our GIPS School Counselors for all they do every day, making a difference for so many! 


Check out this link for more information about the role of school counselors!  SEEING is Believing!

Congratulations Shanna Gannon!

Greetings GIPS Staff: 

It is with mixed emotions I am announcing the resignation of Mrs. Shanna Gannon, our Executive Director of Curriculum, Instruction, and Professional Learning. As of July 1, 2020, Mrs. Gannon will be the New Superintendent of Shelton Public Schools.

It is always difficult to lose dedicated, committed, and high performing educators, however, there is comfort in knowing she will continue to lead and serve students through this step forward in her career.  

Mrs. Gannon has contributed to the success of our organization throughout her tenure and empowered all of us to be instructional leaders. Through Empower Hours, a district-wide focus for professional learning, Demonstration Schools for Rigor, task force work, instructional coaches, CIA meetings, C4I days, trend walks, and PLC implementation, Summer Institute, etc...we have been impacted by her leadership! Please join me in acknowledging her efforts as wells as thanking her for her unconditional commitment and dedication.  We definitely wish her the best of success in her new leadership position.  

Human Resources will begin the process to post and advertise to fill this vacancy soon, however, Mrs. Gannon will continue to provide leadership in GIPS through June 30th. 

Seeing is Believing!

I Love Public Schools

Happy "I Love Public Schools" Day!!







Why do I love public schools? There are so many reasons!

• Every Student Matters! 
• Our educators and support staff are committed, dedicated, and difference makers! 
• I have been in education going on 29 years and still look at every day as an opportunity!  
• Students I taught in Iowa who now have children of their own have connected with me through social media--some of them are teachers-they say because of me!  
• My heart swells when I see and hear the successes of students that I taught at Barr MS, and from my tenure when I was the principal at Shoemaker Elementary!
• We are in a profession that is ever-changing and we impact the future through our relationships, expectations, and relentless efforts to ensure all of our students succeed.

I'm so proud to be a public school educator and thankful to be serving Grand Island Public Schools alongside all of you!

 SEEING IS BELIEVING! We will prepare all students to THRIVE!

As we Learn Better, We will Do Better!

Monday represented more than a professional learning opportunity for our GIPS staff.  It was also a time to recognize Dr. Martin Luther King Jr. holiday and what it means for us today!

As I reflect in awe of his courage and leadership for what is right, I started to think about all of you and the courage you bring to the classroom every day.  You are the difference maker for our students and you make decisions every day that impacts student outcomes.  I know you are not recognized enough for time, commitment, and emotional capital you expend to ensure Every Student, Every Day, A Success!

This week you all engaged in professional learning, an opportunity to grow in your practice and transform instruction to increase equitable opportunities for all students that will allow them to thrive in this ever-changing world.

It has been so inspiring to see professional learning in practice through pictures and videos posted on Twitter! I'm sure there are so many more that have yet to be shared! The response to this opportunity is what will determine the benefit to our students.  Give it a try, reflect, adjust, and try it again!  It will take practice and intentional planning to increase effectiveness. It' will be worth it, so don't give up.


I was also able to join in on some professional learning this week.  We had a conversation about homework and David Holden (AAIS Consultant working with our high school teams, asked the question: "is it about turning in the homework, or is it about the learning?  If it is about learning, is there another way to get assess what students know and can do? If it is about turning in homework, it is about behavior that we may or may not be able to control".

This caused me to pause and think about the importance and impact of verifying learning (to the grade-level standard) within the lesson.  We have to think differently about our ability to control the outcomes.

 Which leads me to another quote from Steven Covey that resonated with me:  "Every system is perfectly designed to get the results it gets--if you are ok with this-keep doing what you are doing, if not, make a change!"  This isn't just about teaching, this has implications at all levels and within our systems.

I recognize the ask that we have of you every day and the responsibility that falls on me and our L4L team to support you. We will continue to learn, grow and improve together and as we learn better, we will do better!

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New Year's Promise

Not everyone believes in New Year's Resolutions, however, no matter what you believe, the end of a year (in this case a decade) does create a reason for us to pause and reflect on our accomplishments, events that have had an impact our lives, and an opportunity to set new goals ("new year, new me!" is a quote from several people that I interacted with this past week)! It is also a time for new beginnings and new hope for a year of good health, happiness, and ability to effectively navigate change that we know we may encounter.  

As I was reading quotes about the new year, I came across the one above and made me reflect upon my own 2020 vision.  I often think about how I can be a better person, wife, colleague, leader, but rarely think about what I need to let go of in order to truly make progress and achieve the change and vision for the life I want to experience.  

This is not a new epiphany! It seems to make sense that you should give something up or stop doing something to make room for change. Yet why is it so hard to do?  There are all kinds of research and examples of why people struggle with change and transitions, even though there is a preponderance of evidence to prove that life will be improved as a result.  

We do this in education all the time. We participate in professional development, read a book, watch a colleague- and get excited to try new strategies or an approach.  We try it initially and then a few weeks later-give up on it or go back to what we have always done. We become exhausted and worried about the unknown. Although we know there is a "preponderance of research and evidence" that proves a strategy will have a significant impact on student achievement--there is still hesitation, resistance, and even disbelief that this change will have the desired impact. 

I spent a lot of time thinking about the "why" we as educators want to hold on to past practices and beliefs?  

In Doug Reeves most recent book-"Achieving Equity & Excellence" he makes several great points that explain why.  He says, "change is hard because it represents loss-loss of previous practice and convictions and most of all, loss of previous identity". He suggests the approach of "try it, test it, improve it"!  Change the behavior, reflect, and improve!

I think this applies to both personal and professional goals for 2020!  Let go of past practice,  pay attention to the preponderance of evidence and research about what can help you achieve your desired results for 2020, and SEE a NEW YOU!  

We have gained great momentum this first semester-let's stay strong and focused on the  "why"!

Thank You for Giving Every day!!

I was reminded this week at our Teacher Leader Coalition meeting how the holiday break brings mixed emotions as we look forward to some much needed time with family but also worry about many of our students and what they might experience without the safety, routine, and care of school. 

Unfortunately we don't have direct control of the circumstances that our students endure, however, we do have a sphere of influence in the day to day interactions that occur during the school day.

Recently I came across this blog video from a teacher, Trevor Muir, with a message about the impact teachers have on their students and thanking them for what they do everyday-making a difference for students in ways they may never know.   If you have a moment, watch his video and know that no matter what position you hold,  your daily interactions with students can change a life, inspire hope, and be someone that they will look forward to seeing again soon.

So, as students leave your schools Friday, the best gift you can give them is letting them know they will be missed and that you look forward to seeing them after the break.  When you leave school Friday afternoon, focus on taking care of you.  Be present with your families, friends and do something that fills your bucket.  When students return on the 6th, they will need you to be your best.  You can only do this if you are mindful and responsive to your own social emotional health.

As we end the 2019 school year, take time to reflect, recognize your accomplishments, and define your vision for 2020.  Thank you and Many Blessings to you!

Thursday Walk Reflections

This is year three of conducting weekly visits to schools to observe the systemic implementation of our strategic plan priorities through observations, interactions with students, and staff and 1:1 time with principals.  Although I know not everyone shares my enthusiasm, I happen to LOVE Thursday walks! Because of our walks, I get to interact with students around their learning, observe the implementation of professional learning/transformation to student-centered instruction, and  I have gained insight as to how I can support each principal in their leadership. I truly value and appreciate this opportunity as well as the commitment and dedication of our teachers and support staff! 

Based on feedback from administrators last year, we changed things up a little and instead of sharing with principals what we want to see, we asked principals to share with us-what they want us to see!  We know that all our buildings have aligned continuous school improvement goals and actions to the district strategic plan goals and success measures, so this is a way to value the focus of each campus and provide feedback and support around growth and next leadership actions to keep the momentum going.

Our first semester is quickly coming to an end, so I thought I would share some of the data and pictures from our visits.

67 Classrooms (24 School visits)

In observed classrooms, between 80-90% of Look-Fors identified by the principal were observed. 

• The themes of the look-fors included: students using standards-based learning targets and success criteria, an aligned task to a standards-based learning target, teaming, positive relationships, positive interaction ratios, routines/procedures, and verification of learning.

What do we talk about in the debrief?

• In our debrief, we talk about highlights and progress towards continuous improvement goals and actions, student's response to the instruction based on observations, attendance data/efforts to address chronic students, leadership actions, and district supports.  We close with a summary of high leverage actions/strategies to continue progressing and to keep the momentum going.  

Although we are not in each building as much as last year, we are spending more time in classrooms and debriefing.  

We have begun our second series of campus visits and we are SEEING the evidence of transformation continuing. Students are doing more of the thinking and owning of the work, there are more tasks at the comprehension and analysis level observed, and students comment about the benefits of clarity of the learning targets and success criteria. In addition, more content alike classrooms have similar standards-based targets, success criteria, and verification of learning allowing equity and access to the curriculum.

This is hard work!  Work that requires everyone's investment, intentional planning, collaboration, and support.  And it's much more than just teaching academics.  I know you also build a culture where students feel safe, you let the trauma of their everyday lives rest on your shoulders, you keep granola bars in your desk drawers and give up your plan time to help resolve an issue.  You are much more than a teacher, you are a difference-maker!

 Because of you...I believe that we will achieve our mission: "Every Student, Every Day, A Success" but we must stay the course!  There will be challenges but if we focus on the positives and build on what is getting the desired results, we will accomplish outcomes that will ensure our students will "thrive in an ever-changing world".

During this holiday season, remember to take the time to breathe and care of yourself and identify daily blessings and celebrations! Reflect on your students' progress and where you want them to be at the end of the year.  Plan to try new strategies and/or deepen your expertise with a few. Let L4L know through Let's Talk or the Curriculum Guide Feedback forms what will help improve the resources and our support!

Thank you for all that you do every day for our students!

May the spirit of Christmas bring you and your family hope, happiness and love.  

Important People Behind the Scenes

This quote is so true!! I am so thankful for our secretaries and what they bring to our team every day!  Our L4L secretaries not only support our team but also provide support to all GIPS campuses!  They are vital to achieving our district vision and mission. 

We do have some new names and faces on our team, so I thought this would be a great time to introduce and describe roles/responsibilities for your reference.   

Toni Santee is the first one you see when you come into our department and most likely the initial contact with any L4L questions.  She joined our team this past summer has quickly transitioned into the role of supporting professional learning, travel, communications, and so many other L4L responsibilities. Her attention to detail ensures sure we are responsive, accurate, and timely! If you are not sure who to contact in our department you can start with Toni!

This is Crystal Henson.  She manages and monitors our Resource Management System and ensures that you have the resources you need to support instruction.  She also processes purchase orders and works closely with vendors and our curriculum coordinators to make sure we are getting the best return on our investment with our orders.  Let's Talk is a great way to request resources-however, she is also available by phone or email with other questions.  Be sure to work through your building process prior to making a request.

Most of you are familiar in some way with Kim Amick.  She is a wiz at managing and supporting your needs with online resources and student assessment!  Kim has been a member of the L4L department for approximately 12 years so she knows the scoop! Let's Talk is also a great way to request support from Kim. She works diligently to problem solve any issues so teachers have what they need for teaching and student learning!

If you call the Special Education Department, you will most likely talk to Michelle Anderson. She can assist you with any questions related to special education transportation, special education para subs, resources, and/or connect you to the right person in the department to answer any of your questions.  Michelle is a team leader always willing to assist and support!

Pat Cummings is the first person you see when you enter the Federal Program Department door.  She is the connection and support to all things EL, Title I, Title III, Migrant, Immigrant, interpreters, and more!  She is always willing to assist with any requests or questions and/or connect you to the right person in the department!


All of our secretaries believe in great customer service and answering the phone with a smile!  We are fortunate to have them on our team, working behind the scenes for all our staff and students!  If you are in the Kneale Administration Building, please stop by and say hello!! 

Every Student, Every Day, a Success!

Thank You Veterans

Thank you to all of our GIPS Veterans for serving our country!  

My heart is filled with gratitude for your sacrifices!

My Students Lack Motivation, What do I do?

Student motivation is often expressed as a concern and a barrier to student engagement and academic achievement.  Recently, I came across this blog Motivation is a symptom, not a cause and I immediately made connections to our vision, "preparing all students to make positive contributions and thrive in an ever-changing world", and our professional learning designed to transform instruction from teacher-centered to student-centered with academic teaming.

Research referenced in the blog highlights the importance of "creating environments and experiences that allow students to feel that they belong in academic communities, that their ability and competence grow with their effort, that they can succeed, and that school has value for them".
I made a connection to this research when reading Michael Toth's book, "The Power of Student Teams".  In the book, the author presents the Academic Teaming Instruction model (left), look familiar?  I can now see how student motivation can change given the right teacher inputs and student processes.  Looking at what we are doing in Grand Island, we are on the right track!

Transformation is not easy and requires us all to be supportive and learners together.  The shift is evident already in so many classrooms and I hear stories about how student engagement is changing because of the implementation of the model above.  It does take time to master this work so we need to stay the course and maximize the opportunities to collaborate, reflect on impact, support, and grow.  Every Student, Every Day, A Success!

"Moving Beyond Labels"

I recently learned about Katie Martin's blog and as I read it, I couldn't help but make connections with how we are preparing our students to thrive through our mission, "Every Student, Every Day, A Succes"!

I encourage you to read this week's blog (it's short but inspiring). The essence of her message is to get to know your students' story.  She describes four key actions to consider:  1) check your assumptions, 2) ask questions, 3) believe in them and 4) meet them where they are. Although the blog focuses on students, I believe this also applies to how we interact with each other.  


I made a connection to Katie's blog as I was reflecting on our Data Rounds that Dr. Grover, Dr. Doll and I conducted with principals the past couple of weeks.   Themes about the intentional effort to get to know our students, beyond their achievement scores, emerged. We heard so many stories of how teachers, social workers, paraprofessionals, counselors, instructional coaches, SECL coaches, specialists, custodians, food service staff, secretaries, the FIT team, (and community partners) are making a difference for students!  Increased attendance, improved behaviors, after school connections, celebrations of growth, and engaged parents!

The research states that our teachers are the number 1 factor in impacting student achievement-but they can't do it alone! It takes all of us! Stay true to your instructional vision as it is the foundation for equity and access in the classroom and monitored across your school.  This is a big lever.

Principals were honest and clear in Data Rounds about what supports are needed to accomplish the instructional vision established in their buildings.  This is so appreciated. We know we can't do it all, but we can be strategic and prioritize, consider innovative options and problem-solve to get to the intended outcomes.  Continue to engage in solution-focused conversations and know you have permission to be creative and innovative. We need to continue to team up and support each other in this effort!

In closing, I thank you for your diligent and relentless actions to our mission and encourage you to keep on, keeping on for our students!  "Seeing is Believing!!" Tweet out about our student successes, their stories, and your impact! 

What factors make up an AQuESTT Classification? I Know you are Wondering!!

Last week the Nebraska Department of Education released district and school accountability results on the Nebraska Education Profile (NEP) website. The results are now public and you can dig in and access all kinds of information as well as comparisons with like districts and schools.  It is important though to be good consumers of the site and read the small print so you know how and when the data was collected. 

In my blog today, I thought I would share with you an overview of what makes up the AQuESTT Classification. Why is this important to know?  Because it provides insight into how our students are doing and a roadmap for continuous school improvement.

So, overall the district received a "Good" classification. You can see the six tenants outlined in the left and if they impacted (or could impact) our classification score. This is a simple view.  I will try to summarize more information below.

"Status" is based on the percentage of eligible students who scored  On Track or higher on the 2019 math and ELA assessments.
Tenants and impact:

• Positive Partnerships, Relationships, and Student Success Adjustment- not included at this time
• Transitions Adjustment-adjust classification based on cut scores <80 = -1 (less than 80% graduation rate can move a school/district down a classification)
• 4-year Graduation and extended Graduation can impact results
• Educational Opportunities and Access Adjustment- may impact only with a +1 based on cut scores (combined ELL and Chronic Absenteeism-any student absent 10% or more))
• College and Career Ready Adjustment-Not included at this time
• Assessment Adjustment (cut scores: -1 if <-1, +1 if >1, HS 1.2, District .8) the results are weighted:
• Improvement(40%)-trend in ELA and Math assessment scores for the last 3 years.
• Growth(30%)-increase compared to the same individuals score in the previous year.
• Non-proficiency (15%)-trend in percentage of ELA and Math assessments scoring at a proficient level the last 3 years.
• Science proficiency (5%) percentage of assessments scored at prof or above
• Science Improvement (10%) trend in assessment scores for the last three years.
• Educator Effectiveness Adjustment-Not included at this time

Additional information:

Status is based on a percentage of eligible students who scored on track or higher in the current year’s Math and ELA Assessments

EBA-maximum score of 120 points for each school/district.  For a school to receive an EBA adjustment, its total response score must be in the top percentiles amongst other schools that share its raw classification.

The formulas are complex, but the state provides a more detailed explanation and definitions in their Business Rules on the AQuestt website if you are interested in learning more.

In addition to classifications, schools can also receive a CSI, TSI, and/or ATSI designation for support. 

This designation highlights subgroups that are in need of additional support based on the state testing results.

Our results are not just about being accountable to meet ESSA and AQuESTT expectations, it is in our Mission that we will be accountable to all of our students, "Every Student, Every Day, A Success".  

We are making progress and need to stay the course "collectively"! Constantly asking the question "What do our students need from me to be successful?" and using the four questions to guide our work will help keep the focus on our goals:
What do students need to know and be able to do?
How will we know if each student has learned it? 
How will we respond when some student do not learn it?
How can we extend and enrich the learning for students who have demonstrated the learning?


We can do this! We already are SEEING the impact in many of our classrooms! Let's continue to support each other in this journey!! It's soooo worth it!

Retirement Celebration

Barb Hardwick is retiring this week.  Although many of you may have not met her personally, she has in some way served you in some way over the past 3 1/2 years.

She launched our new resource management system saving thousands of dollars over time.

She has worked 1:1 with our school Tech Assistants on the barcoding process so we can be better consumers of our resources.

She has worked with vendors to ensure timely deliveries at the best cost.

She has ensured the accuracy of our budget.

She helped organize, prepare, and plan for professional learning

and

So much more! 

Please reach out and wish Barb congratulations on her retirement!  


We are planning on a smooth transition as Crystal Henson has joined the team and will be your contact for resources and L4L orders. Please welcome Crystal and email her at chenson@gips.org with any requests. 

October is National Principal's Month

"Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school." ~Wallace Foundation

Our principals are so valuable to the success of our teachers and impact on student achievement.  This is why we have invested in their professional development and emphasize instructional leadership by challenging them to spend at least 50% of the time in classrooms, observing instruction, coaching and providing feedback that supports professional growth.  Balancing this along with the other responsibilities of a building administrator can be a challenge, which is why building capacity within teams and developing schoolwide systems are so important. 

Our principals come to us with different experiences and expertise, but they all have one thing in common-a desire to make a difference! This means being responsive and proactive every day and balancing the organizational, operational, and instructional responsibilities. 

If you are not aware, there are national professional standards that have been identified for effective leaders (the standards are directly linked in our school leadership framework).  The standards are what administrators strive to achieve and support the moral imperative to achieve the results of our students being prepared to thrive in an ever-changing world!  How can you argue with that!

Although we should celebrate often, life tends to get in the way so I will take this opportunity to say how much I appreciate our campus leaders and their commitment, dedication, and investment in this work. They are warriors for public education and advocates for all students. 

If your staff and students are looking for ways to celebrate your principals, check out this link for ideas!  Have some fun celebrating throughout the month!!

How to save time and provide Effective Feedback

Where do you go to grow professionally?  What resources, professional books, research do you access? Providing effective feedback can be an action to support many of the elements in our instructional framework so when I came across this in one of my searches,  I wanted to share!

Edutopia this week includes several videos and articles that focus on providing student feedback that moves students towards mastery of standards.

I would love to hear about the sources you are accessing for professional learning as well!  Feel free to add links in the comments. 

Have a great day!!

I Love Thursday Walks!

The favorite part of my day is when I get to spend time in buildings, interacting with students and staff, and SEEING the impact of the implementation of professional learning and continuous school improvement actions!

So far, Dr. Grover and the Cabinet have had the pleasure of visiting 12 of our buildings so far during Thursday walks!  What a great opportunity for us to learn more about the schoolwide intentional goals, strategies, and actions that directly align with the district priorities as well as hear from principals about the celebrations and challenges occurring this year.

Just in case you are wondering, I'm going to share a summary of some common themes and unique happenings that we are "SEEING" on our visits.

In many of the buildings, we are "Seeing" schoolwide expectations visible in the halls, classrooms, and common areas and hearing staff refer to them as they interact with students.  Common and clearly defined expectations provide a predictable and consistent environment for students. When the conditions for learning are strong, the opportunities to focus on core instruction increase. 

In addition to strong conditions for learning, there has also been an evident focus on professional growth.  Standards-based targets, success criteria, and students working in groups have been observed in the majority of classrooms so far.  Transforming instruction from teacher-centered to student-centered instruction is how we will achieve the GIPS vision and ensure our students meet our graduate profile.  Thank you to our teachers and instructional coaches for everyday efforts to deepen understanding and improve effectiveness with these instructional strategies!
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A focus on growth and improvement!  PLC's are the conduit to ensuring this happens for all students!  As a Cabinet, we have not participated in PLC's yet, however, principals have described how the intentional focus on standards-based planning, goal setting, and developing common assessments to align with what students need to know and be able to do is improving guaranteed and viable curriculum.    Here is a link to our PLC progression as a reference for your teams as you engage in this important work!

Relationships and solution-focused approach!  Staff is visible and intentional in developing relationships with students and parents and it's paying off!  When issues arise, the focus is on finding solutions. Our support staff and special programs are making a difference, ensuring all students have the opportunity and access to high-quality education.
Students are being celebrated with "Cougar Paws", "Bulldog Paws", "Wildcat Way recognition" among so many other examples.  Celebrations of success can occur in many different ways-be sure celebrations of both staff and students is part of your day!

Every Student, Every Day, A Success!  We are "SEEING" first hand how our teachers are teaching hearts as well as minds!

Keep the momentum going and know that we will be back to see and celebrate continued progress!  Thank you for your commitment and dedication to our students!

Thursday Walks? What are they? And Why Does Dr. Palmer take So Many Pictures?

At the welcome back, we did a little skit about Thursday Walks and I'm sure many of you are wondering: What are they? What is the purpose? How often do they happen? My blog today will share the scoop and why our walks are so valuable.

What is the Purpose?

To provide an opportunity for GIPS Executive Cabinet and/or central office members the means to conduct weekly campus visits that allow for the following: 

• Become familiar with campuses
• Observe systems implementation of school and district priorities
• Make connections and build relationships with students, staff, and principals
• Identify possible supports
• Inform principal leadership actions
• Celebrate learning

How do Walks work?

Each week, two campuses/sites are scheduled for visits.  All campuses rotate through before beginning the next round. Visits to special programs such as OMB, Workforce Development Academy, and the Welcome Center are also built into this calendar.  The schedule is posted and published on the district calendar prior to the beginning of the school year. Campus principals receive a reminder about the visits at least 2 days prior.

Once we arrive on campus, the principal shares what he/she would like the cabinet members to look for relative to current continuous improvement focus areas and the district priorities (Equity, SEL, Attendance) during observations. To ensure we align with what you are already doing, the look-fors also connect to the Marzano Conditions for Learning which encompass SEL and Equity elements within the Framework.

Following walks, we meet with the principal to learn about celebrations, discuss topics of his/her interest, share observations based on identified look fors and discuss leadership actions that will continue to move the school improvement plan forward. We want to be a support and a resource for continued growth towards goals.

How are classroom visits determined?

Classroom visits are randomly selected. We select at least two or three classrooms within a 15-20 minute window. We know that we only catch a short snapshot of instruction and keep this in mind in our debriefing.

Why do they take so many pictures?
Pictures capture the great things you are doing in your classrooms and at your campus and we want to tweet it out! The pictures are also helpful in the debrief when we describe examples of the principal look-fors. AND of course, the students are our WHY! As a GIPS Cabinet, we love the opportunity to participate in school visits and appreciate all you do to ensure Every Student, Every Day, a Success!

"Seeing is Believing"!