In this module we will examine how school practices, policies and programming leave out the less advantaged populations. We will reconstruct selected practices framed by trauma informed and culturally conscious tenets. Models, research, and talking points that school leaders can

 access and reference to support change and growth will be provided. We will examine our not so inclusive policies and traditions and use a decision-making template as a guide. Resources used to frame our discussion include:

• Massachusetts Multi- tiered Systems of Support (MTSS)

• Collaborative for Academic, Social, Emotional, Learning (CASEL)

• US Surgeon General’s Advisory: Protecting Youth Mental Health, 2021

• Creating and Advocating for Trauma Sensitive Schools, MA Advocates for Children and Harvard Law School

• An American Imperative: A New Vision of Public Schools (2021), American Association of School Superintendents

• Learning 2025 – National Commission on Student Centered, Equity-Focused Education

Every faculty meeting, every IEP meeting, every conversation, ultimately, is a teachable moment. How are you perceived as leading teaching and learning? This is the perception most misunderstood and least appreciated by administrators who miss opportunities to be the instructional leader every school and district needs.

You can't manage effectively and motivate others to succeed, when you back away from coaching, correcting and/or firing ineffective staff. Being an effective school leader includes the supervision of mediocre performers, and that will undoubtedly make you unpopular from time to time but not as unpopular as if you did not supervise them at all.

When and what is considered evidence? How do we handle a parent complaint, a rumor, or a perception of educator ineffectiveness? Learn how to write professional growth plans, understand the difference between discipline and performance and the procedural guidelines for each, when to use Weingarten, procedural safeguards, mediation, and progressive discipline. You will be provided with model letters of reprimand and performance improvement plans.

School leaders cannot lead effectively without strong and vocal teams, committed to problem solving versus problem creating. Why and how can leaders develop those critical relationships necessary to advance their vision?  How does accountability, autonomy, and capacity building create thriving school cultures?

We will examine capacity building strategies, tapping into staff strengths, empowering individuals, and bring authenticity to whole school culture and improvement.  We explore managing shared leadership and professional collaboration without sacrificing autonomy and decision-making authority.