Schools Cubed knows the research on effective schools and works with districts and school leaders to create focused systems of learning.
Systems, Structures and the Science of Reading are the key ingredients in all highly-performing schools.
Strong SYSTEMS ensure effective collaboration and give teachers the data they need to measure progress and performance.
Successful schools have STRUCTURES place to ensure school days are learning-focused and maximize instructional time.
High-performing schools know and use instructional strategies based on the SCIENCE OF READING to achieve exceptionally high outcomes for students.
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School leadership is second to teaching among school-related factors in its impact on student learning, according to research.
Moreover, principals strongly shape the conditions for high-quality teaching and are the prime factor in determining whether teachers stay in high-needs schools. High-quality principals, therefore, are vital to the effectiveness of our nation’s public schools, especially those serving the children with the fewest advantages in life. (Wallace Found).
Any school dedicated to ensuring all students learn at high levels must stop debating what they think students can or can’t do, and instead change the question to: How will we get every learner there? Administrators will explore the fundamental purpose and power of Mission and Vision statements. The research behind school leadership highlighting a tightly aligned community is integral to this session. Participants will engage in strategies that promote collaboration, inquiry and trust regarding the foundational purpose of the school, “Why do we exist?”. Clarity around the purpose of a collaboratively created Mission and Vision supports a community, guides decisions, and focuses on student achievement. Strategies can be customized to be delivered with your school’s leadership team and community.
A building/school leadership team promotes two-way trust and open communication between administration and staff. This session guides administrators and teacher leaders through the steps of creating a Building/School Leadership Team. By creating a building leadership team, you create a shared-decision making process within your school culture. Research indicates that schools with a shared-decision making process have higher achievement outcomes than those that have not incorporated one into their culture.
A quality relationship between the building principal and instructional coach can be one of
the most rewarding relationships. Regrettably, this pairing can be fraught with potential disaster if not well planned and understood. This session provides principals and coaches with clear responsibilities, tools for communication, and how to avoid the trap of “asking the other parent.”
This session will guide school-based leadership on how to create a collaborative culture that enables school teams to work alongside the principal to increase student achievement. Participants will learn the 4 T’s of a collaborative environment:
1. The components of trust in schools
2. How to create effective school teams
3. Maximizing time through organizational systems
4. Monitoring the necessary targets that lead to school success.
Participants in this session will develop a clear understanding of what creates a solid Response to Intervention through a multi-tiered system of support. This is a highly interactive session. Attendees will reflect on practices they already have in place, determine what needs to be developed, and will walk away with a specific action plan to establish a complete system that will ensure success for all students.
This professional development session delineates the roles and responsibilities of the coach and principal, how to enlist teachers into working with the instructional coach, and the difference between instructional feedback provided by a coach and and the principal. Participants will receive access to, and learn how to effectively use forms designed for their specific role that have proven highly effective in providing feedback and support to teachers.
As a leader, one of a principal’s most important roles is to provide feedback on classroom instruction, but competing priorities and other emergencies sometimes take precedence. Through the use of video, and in collaboration with your Schools Cubed Consultant, you will learn how to provide feedback on classroom instruction. The power of video in a classroom enhances an instructional leader’s ability to maximize time, and offer timely feedback to teachers.