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As 2019 comes to a close, NAESP would like to wish its members, partners and other education professionals a safe and happy holiday season. As we reflect on this past year in education, we would like to provide the readers of NAESP's Before the Bell a look at the most accessed articles from the year. Our regular publication will resume Tuesday, Jan. 7.
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District Administration Magazine
From April 30: Purple lanyards offer lifelines to students suffering from anxiety, depression or other mental health conditions in Fauquier County, Virginia. About 400 educators in the school district and 1,000 community members wear the lanyards to show they've completed a mental health first-aid course that teaches adults how to spot and respond quickly to signs of mental distress in young people.
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Education DIVE
From May 31: Almost three-fourths of principals say developing students' social and emotional skills is either their school's top priority or one of the top goals, according to new results from the American Educator Panels, an ongoing project of the RAND Corp. The surveys of both teachers and school leaders, however, showed teachers place more importance than principals on students developing specific skills, such as understanding and managing emotions, showing empathy, and setting and achieving positive goals.
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Harvard Business Review
From May 17: According to a recent Harvard Business Review cover story, it's rarely useful to give feedback to colleagues. The authors argue that constructive criticism won't help people excel and that, when you highlight someone's shortcomings, you actually hinder their learning. They say that managers should encourage employees to worry less about their weaknesses and instead focus on their strengths.
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LINC, The Learning Innovation Catalyst’s comprehensive Digital Tool Box can guide your selection of engaging and effective digital tools to use with students. Download it here. LINC supports educators as agents of innovative classroom transformation, equipped to prepare all students for their rapidly changing world.
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Edutopia
From Sept. 13: Each school and each leader operates in a different space and culture and these differences can make meaningful learning a challenge. What might make sense for a school with a legacy culture of family engagement programs won't work for the school beginning to establish systems and structures for community partnership. In my experience leading learning and development for the principals of 15 schools in Oakland, California, we deployed a blended leadership model that focused on creating sustainable communities of practice — a group of peers that meet on a regular basis to learn together.
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School Leaders Now
From May 3: It's so important to recognize and honor your staff through teacher appreciation. Even the smallest gesture of thanks can go a long way in creating a positive work environment and helping educators love their jobs. Now we know budgets are tight, and money for extra things often comes out of your own pocket. So we pulled together some of the most creative, least expensive, and best ideas for teacher appreciation. Show your teachers how valuable they are without breaking the bank.
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Education Week
From June 25: Education Week asked four principals — some with more than a decade of experience in the job — to share some advice to their peers who are just starting out in the profession. The interviews, which have been condensed significantly, will be published over the next week.The first installment features Kevin Armstrong, who has been principal of DuPont Hadley Middle School in Old Hickory, Tenn., for eight years. In 2017, he was named a National Distinguished Principal by the National Association of Elementary School Principals.
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eSchool News
From Sept. 10: Schools are experiencing a dramatic shift from how they've been run and structured for over a century. Leaders must establish direction, influence others and initiate sustainable change as they navigate the ever-evolving landscape of education. Such leadership requires a dynamic combination of positive mindset, influential behaviors, and effective skills. Stepping into a school leader role requires a change in thinking from "How can I be the best for me?" to "How can I be the best to help my people do their jobs more effectively?"
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District Administration Magazine
From Aug. 13: With measles outbreaks leading more states to end or limit nonmedical vaccination exemptions, school district administrators are increasingly finding themselves in the uncomfortable role of vaccination police. New York ended religious and nonmedical exemptions for student vaccinations in June, joining a growing number of states aiming to prevent the spread of disease — and leaving district administrators to ensure that all students receive required vaccines and to handle pushback from parents.
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MiddleWeb
From June 18: School leaders have access to lots of data about their school. Most of that data consists of numbers — things like test scores, graduation rates, student demographics or survey results. But what about data from direct observation? Many leaders recognize value of a more authentic data source, one that provides insights into how students experience their school's program day to day.
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District Administration Magazine
From July 19: Four in 5 teachers at high-poverty urban schools with large minority student populations experience moral injury — meaning they feel compelled to act against their values or sometimes witness peers engaging in behavior that is counter to their values — according to a recent study. "Moral Injury Among Professionals in K-12 Education" surveyed a Midwestern district that the Civil Rights Division of the U.S. Department of Justice had pressured to increase graduation rates and lower suspensions by adopting restorative justice policies.
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Fast Company
From Nov. 12: Everybody wants to be a leader. But sadly, not always for the right reasons. If leadership roles weren’t associated with higher levels of personal career success, including more status, money and power, there would surely be a much lower proportion of people in the world willing to be leaders — particularly among men.
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Language Magazine
From July 26: For many educators, the beginning of the school year is the best of times and the worst of times. It's exciting to prepare for a new year and to think about creating something new — but at the same time, too many new initiatives can be overwhelming and lead to the same sense of extreme tiredness that results from mental or physical exertion. Social workers and medical professionals often deal with "compassion fatigue" from spending long hours working with people in crisis. Teachers faced with the chronic introduction of new programs can suffer from "initiative fatigue," even before the first student ever reaches the classroom.
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Edutopia
From Oct. 4: In a recent study conducted by the National Association of Elementary School Principals, school leaders identified five ways they were most likely to receive professional feedback: through school-level opportunities, through district-provided opportunities, by reading journals and books, in face-to-face networking with colleagues and through attendance at state association conferences.
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Forbes
From Nov. 15: Here we go again. The results of the 2019 National Assessment of Educational Progress in reading and mathematics were released at the end of October. NAEP is administered by the National Center for Education Statistics and is often called the "Nation's Report Card." Reading and math tests are given every two years to a sample of students across the country. As usual, the test results brought forth dire warnings from politicians and pundits.
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School Leaders Now
From Sept. 20: Conflict between students is inevitable, but it's not always easy for teachers to identify when kids are crossing the line. Is it just meanness or rudeness? Or is it bullying? Certainly, we need to teach students to be kind to each other, no matter the situation. But it's still important for everyone at your school to have a clear understanding of the difference between meanness and bullying. This knowledge helps staff members stop bullying in its tracks and guides students to find appropriate solutions to conflict.
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