The Principal’s Role in Leading College and Career Readiness September, 2013 We hope you have had a wonderful morning of learning alongside your teachers.

The Principal’s Role in Leading College and Career Readiness September, 2013
We hope you have had a wonderful morning of learning alongside your teachers. As you may know, not much from the SDE stays the same! Honestly, you know we are committed to two way communication with the people who are doing the work (YOU) and working hard to respond to your suggestions, and recommendations. One of those suggestions was to add a time to focus on how you might support your leadership in this transition to the new vision, new standards and instructional practice, and new accountability system – unleashed leadership! Do introductions. If y ou can have table tents with names, that would foster collaboration….

Desired Outcomes Greater understanding of the leader’s role in supporting implementation of CCRS Awareness of tools that assist leaders in supporting teachers through observation, feedback and dialogue Network with colleagues to share effective practices So, this added session is to provide you with resources and information that will help you support your principals, assistant principals, teacher leaders, and district leadership. This will also be an opportunity to learn from each other and share practices.

Absolutes Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study) Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight) Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.) Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments) With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma) As we hold tightly to these absolutes, we have to consider how we as leaders support them. And as district leaders, how to support leaders in staying focused on these.

Reflecting on the morning…
Use the following questions to reflect on the morning: What learning or take-aways do you have from the morning session? How does this learning relate to the Absolutes? What are your thoughts/ideas about how this professional learning may occur at your school/district? What questions do you have? (This is an opportunity for participants to begin establishing relationships and sharing practices.) So, let’s take a few minutes to think about what you have learned this morning. Please use the back of your agenda to record your thinking using these questions as a prompts. Allow about 5-7 minutes or more if needed to record their thoughts. Ask them to pair up and share reflections. Allow 5-7 minutes for pair sharing. Ask for 2-3 responses in whole group. Why is this important? These standards are new for everyone, the expectations for instructional delivery are different for all – so it is a great time for school leaders to be participants in the learning – alongside their teachers.

Reflecting back and thinking forward…
What has gone well in implementation of the math (and ELA if applicable) CCRS in your school/district? What do principals need to know in order to lead the change associated with implementation of CCRS? Our focus has been on understanding of standards – for teachers and for leaders. We all agree that Leadership is key to effective schools. It is critical for leaders to know how to support the changes that are needed to fully implement CCRS and truly prepare all students to be college and career ready. This will be a primary focus for our CCRS IT meetings this year. Ask them to turn to a neighbor and share one thought related to each question above. Allow about 5 minutes.

KNOW the SHIFTS! Shift in vision and goals for students
Shifts in content Shifts in instructional practices Shift in culture Shift in leadership expectations Shift from compliance to innovation Shift in accountability We thought this might be a good place to start as we think about some big ideas that leaders need to know. As we move through this year together, we may add to this list. Read over shifts. But say today, we are only going to focus on the first four.

Our Vision Every Child a Graduate – Every Graduate Prepared for
College/Work/Adulthood in the 21st Century Knowing the vision is the first shift. I hope you are not tired of seeing or hearing this. This is our collective vision in this state. As we have talked before, over the last 10 years we have focused on every child being a graduate – which may have resulted in a lot of practicing for the test (AHSGE) so they could graduate. But, you all know, for many of our students that did not equate to every graduate being prepared for college, technical school, career, life… So, this vision has to be at the forefront of everything we do. Consider how we transition our leaders from thinking about AYP to CCR.

Prepared Graduate Defined
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation. Possesses the ability to apply core academic skills to real- world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner. Our working definition of a prepared graduate - not to merely graduate every student, but to prepare graduates who are uncommonly ready for success in their work places, their families, and their communities Again, remind ourselves of what being a prepared graduate actually means. This is why we have the CCRS Implementation Team quarterly meetings and the quarterly Curriculum/Instruction meetings/webinar. This is also why there have been several changes this year…..we have a new vision for the students of Alabama and it is the right one.

Why? Our most recent data shows that about 36% of our students who go to college take at least one remedial class. We have to feel that that is unacceptable. But, it also means that we must have a better relationship with our colleges, universities, and employers to ensure that there is alignment between what students are learning and doing in high schools and the expectations for being successful in college and career. What is the data for your district for your schools? What does this mean for middle and elementary schools? Thinking in feeder pattern fosters collective ownership of prepared graduates – it really is not just about getting them to third grade or to sixth grade, but preparing them for life beyond high school. Take a couple of minutes to talk about what you learned in the content sessions today and how it relates to this vision of a prepared graduate. Also, how can you help your school leaders “own” the vision? (speaking and listening skills)

Shifts in content Shifts in instructional practices Shift in culture Shift in leadership expectations Shift from compliance to innovation Shift in accountability It is important for our leaders to know the big shifts in content. I am not sure we can expect them to know how to teach ELA and math at every level, but it is important that they fully understand the big shifts. One of the best ways to support that is to ensure that there are opportunities for them to learn alongside their teachers – grappling with the content, together – as learners, not as leaders. Just like you come to these meetings and sit with teachers as learners – it broadens your knowledge and deepens your understanding. So, consider ways that you can make that kind of content learning appropriate and intentional for your leaders.

Shifts in Math FOCUS – deep vs. broad
COHERENCE – standards within a grade level and progression across grades RIGOR - Stronger BALANCE among procedure, application, and understanding – students need to know how to do math AND how and why to apply math to real-world situations Focus – Students have less content to learn in a particular year, yet the expectation for the content to be learned is deeper. Coherence – Standards within a grade work together to deepen student learning and also logically progress across grades to support content development, and the extent to which these two types of coherence exist will not be easily seen through common methods of crosswalking old standards with the CCRS. Rather, deep study of the CCRS is necessary. Rigor – There is much stronger balance among procedure, application, and understanding. Students need to know not lonely how to do math, but also how and why to apply math concepts to real-world situations. Previously, we may have concentrated primarily on expecting procedure from students – making it a 12 year process of learning math tricks. The CCRS expect students to deeply understand why math functions as it does and how to apply math to new situations. The primary implication of these changes is that lecture, guided practice of rote procedures must give way to more well-rounded approaches to instruction that give students the opportunity to make deep sense of the content they are to learn and the practices in which they are expected to engage.

Shifts in ELA Building knowledge through content-rich nonfiction and informational texts. Reading, writing, and speaking grounded in evidence from text, both literary and informational. Regular practice with complex text and the academic language. The CCRS returns reading text at the center of classroom instruction. Note that the shift to more informational text does not mean an abandonment of nonfiction or literature. While English teachers may use more informational text, students may actually read more literature, not less. Literacy is now a shared responsibility among all teachers. Students will be expected to be able to actively engage with increasingly complex text in all content areas. When students can discuss a shared experience of reading a common text, teachers can make sure the classroom experiences stay deeply connected to the text on the page and students develop habits for making evidence based arguments. Teachers will be challenged to find appropriate level texts for their students. There are three filters leaders can use in working with staff to think about issues of text complexity: 1) Can students read the text? (What do you have in place that helps teachers to know that?); 2) Should students read the text? Just because they are able to read it does not necessarily mean they should be reading it. (Is the structure appropriate? Does the language rely on figurative, ironic, etc. and is that appropriate for certain ages? What background knowledge is needed – experiences? What levels of meaning – are there literal and underlying messages?) 3) How do you motivate them to read? Do your school leaders know these shifts in content in Math and ELA?

Shifts in content Shifts in instructional practices Shift in culture Shift in leadership expectations Shift from compliance to innovation Shift in accountability Leaders have an opportunity to have open discussions about the shifts in instructional practice based on the expectations for students. Creating structures for teachers to dialogue about the new standards and what students need to be able to do can lead to common understanding of instructional expectations. Examples may include working with the leadership team on developing a definition of student engagement, protocols for encouraging student engagement, teaching collaborative skills to students, etc. Another example may be on classroom protocols for questioning students and for collaborative discussions. In the past, teachers have been giving students the answers and expecting them to give the answers back. Now, students must find the answers, demonstrate understanding by applying their knowledge to real world situation and explain them in writing. For the classroom, this may mean that teachers will have to encourage much more student work and student discourse and engage in far less teacher talk.

Instructional Practices
Emphasis on real-world problem solving (Project Based Learning, internships) Reading and writing in every classroom Student collaboration and engagement in meaningful, productive classroom discussions centered on worthwhile content “Bell to bell” teaching – maximizing instructional time Extended learning opportunities – beyond the classroom Formative assessment – frequent checks for understanding Here are some big ideas regarding changes in instructional practices. They are very doable, but may not happen without intentionality. Many of these are already happening in our schools. Partnerships with business and industry to provide learning experiences that are real world. Not limiting the learning to the four walls of the classroom, but expanding it from the classroom to the real world.

Tools for Leading CCRS Choose one to explore: ELA – K-2 ELA – 3-5 ELA – 6-12 Literacy in History/Social Studies – 6-12 Literacy in Science/Technical Subjects – 6-12 Math – K- 8 Math – High School So, let’s explore some practical tools that might support leaders in the shifts we have discussed. Have participants move to “like” groups based on the grade and subject they choose. Once a table is full, they need to go to another table. (Wait until everyone is seated before going to the next slide.)

Exploring Tools http://achievethecore.org/instructional-practice
For each area, there are two resources: Instructional Practice Guide Supplement for Reflection Over the Course of the Year Review the resources individually. Discuss how the guides might be used. Create a t-chart of “Good Uses” and “Inappropriate Uses” of the tool Review directions. They may access the electronic versions using the link on the slide. They should use chart paper to do their t-chart. Allow minutes. Debrief.

The Principal’s Role in Leading College and Career Readiness November, 2013
We hope you have had a wonderful morning of learning alongside your teachers. As you may know, not much from the SDE stays the same! Honestly, you know we are committed to two way communication with the people who are doing the work (YOU) and working hard to respond to your suggestions, and recommendations. One of those suggestions was to add a time to focus on how you might support your leadership in this transition to the new vision, new standards and instructional practice, and new accountability system – unleashed leadership! Do introductions. If y ou can have table tents with names, that would foster collaboration….

Desired Outcomes Greater understanding of the leader’s role in supporting implementation of CCRS Intentional use of tools that assist leaders in supporting teachers through observation, feedback and dialogue and assessing implementation of CCRS Network with colleagues to share effective practices So, this added session is to provide you with resources and information that will help you support your principals, assistant principals, teacher leaders, and district leadership. This will also be an opportunity to learn from each other and share practices.

Absolutes Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study) Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight) Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.) Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments) With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma) As we hold tightly to these absolutes, we have to consider how we as leaders support them. And as district leaders, how to support leaders in staying focused on these.

Reflecting on the morning…
Use the following questions to reflect on the morning: What learning or take-aways do you have from the morning session? How does this learning relate to the Absolutes? What do principals need to know in order to lead the change associated with implementation of CCRS? What questions do you have? (This is an opportunity for participants to begin establishing relationships and sharing practices.) So, let’s take a few minutes to think about what you have learned this morning. Please use the back of your agenda to record your thinking using these questions as a prompts. Allow about 5-7 minutes or more if needed to record their thoughts. Ask them to pair up and share reflections. Allow 5-7 minutes for pair sharing. Ask for 2-3 responses in whole group. Why is this important? These standards are new for everyone, the expectations for instructional delivery are different for all – so it is a great time for school leaders to be participants in the learning – alongside their teachers.

Reflecting on Instructional Practice Guides
ELA – K-2 ELA – 3-5 ELA – 6-12 Literacy in History/Social Studies – 6-12 Literacy in Science/Technical Subjects – 6-12 Math – K- 8 Math – High School As you remember, we explored the Instructional Practice Guides for each of these content and grade configurations. When we looked at them at our last meeting, there were 2 documents for each area, a daily and yearly reflection. Since September, they have been revised and now there is just one tool for reflection.

Instructional Practice Guides
Good Uses Inappropriate Uses We had some discussion about how we might be able to use the practice and ways we thought would not be effective uses of the guides. Complete this with information from your sessions…..

From September Session: Personal Learning - Take it Home!
Develop specific actions you will take to practice using the tools. Be prepared at the next CCRS IT meeting to share your experiences. This is the slide from the September session in which you were asked to practice using the tools. I don’t know if you had an opportunity to think about the Guides a little more or actually had a chance to practice using them.. Ask participants to get in groups of 3 to discuss how they used the instructional practice guides. Then share out. (Facilitators, get with your AASCD rep ahead of time or someone from your group who you know used the Practice Guides or some combination of the Practice Guide and EQuIP Rubric so they can be prepared to share. Leaders like to hear from other practitioners.)

Shifts in content Shifts in instructional practices Shift in culture Shift in leadership expectations Shift from compliance to innovation Shift in accountability Because the shifts in instructional practices are so important, we though we should spend more time with this shift and the principal’s role in the shifts in instructional practices. What we hear from leaders all over the state and what we observe in classrooms is that instructional practices have not changed and we know they have to in order to teach the more rigorous CCRS. How principals approach implementing the instructional shifts required by the new standards matters. To make these instructional shifts, principals need to be more intentionally focused on effective instruction. We’ve shared many resources over the past year and a half and probably not spent enough time revisiting the resources and thinking through how principals can use them and how they can lead teachers use of them. So that’s what we want to do today. I know some of you have used these resources and we want to hear from you how you have used them with your teachers. Leaders have an opportunity to have open discussions about the shifts in instructional practice based on the expectations for students. Creating structures for teachers to dialogue about the new standards and what students need to be able to do can lead to common understanding of instructional expectations. Examples may include working with the leadership team on developing a definition of student engagement, protocols for encouraging student engagement, teaching collaborative skills to students, etc. Another example may be on classroom protocols for questioning students and for collaborative discussions. In the past, teachers have been giving students the answers and expecting them to give the answers back. Now, students must find the answers, demonstrate understanding by applying their knowledge to real world situation and explain them in writing. For the classroom, this may mean that teachers will have to encourage much more student work and student discourse and engage in far less teacher talk.

Resources for School Based Professional Learning
The CCRS website is a warehouse for resources, best practices, and current information regarding the standards and implementation of the standards. Let’s take some time to reacquaint ourselves with the website and then talk with one another about how school leaders can use these tools to support teachers.

I know you are familiar with the Standard of the Week (SOTW) that is on the SDE homepage. In fact, I know many of you have linked to this from your website. What you may not know is how there is a new grade level SOTW for ELA and Math each week. Take just a minute to read the 4th grade standards at the bottom of the page. Now, read the task a student is being asked to do to meet these standards. Turn to your neighbor and take a few minutes to see if you think the task is aligned with the standards identified. How might these SOTW be used to increase principals’ knowledge of the standards and assigned tasks? Turn and talk to a colleague about your ideas. Have 2-3 share. Idea: Could the SOTW be used to facilitate dialogue with principals about what they might see and hear teachers and students doing in classrooms where these kind of tasks are common practice?

Next, let’s revisit the Alabama Insight Tool
Next, let’s revisit the Alabama Insight Tool. What you may not know is that there is now an introduction that you can click on and get just a brief 2+ minute intro on how to use the Insight Tool. Melissa Shields in Etowah County did this for us. Teachers feel they have unwrapped the standards and they know them, but you never really finish unwrapping the standards. It is an ongoing process and the Insight Tool can really help teachers know and understand the standards. This tool does not replace teachers having conversations and collaborating about what the standards are requiring students to do. Take a brief tour of Insight. ( If you’re not familiar with Insight, see the attachment that gives you a step by step guide to a quick exploration . This is really a great time for one of the practitioners to step in and share how they have guided their principals through this tool.)

Finally, I just want to show you where to go to find resources from the Summer Academies from this summer. Some of you may have had teachers form your district attend these academies. Teachers from K-12 collaborated in grade level content sessions to develop lessons and units using the EQuIP Rubric. At this site you can find all the ppts and handouts used in the Academies. Teachers who attended the Academies developed lessons or units, went back and taught them and videoed the lesson. They brought the video back and collaborated with teachers to vet the lessons. There will be exemplars posted on the CCRS website from the work these teachers have begun. We want this to be a repository where teachers can view lessons and units of study that address the rigor of the CCRS. In these resources, you can also see the EQuIP Rubric tools that can be used review lessons and units. Take a few minutes to talk about how principals can use these resources with their teachers. Have a few share. Idea: All schools have high flying teachers that want to learn more and teach others. I would turn them lose on this resource and see what ideas they have for using with teachers. What if teachers actually used their collaborative time together reviewing lessons and units to “beef them up” so they reflect the CCRS?

NEXT STEPS: Personal Learning!
Develop specific actions you will take to share tools with principals and other leaders. Be prepared at the next CCRS IT meeting to share your experiences. Talk with 3 colleagues that you don’t share with on a regular basis about how you have successfully used these resources with leaders and teachers or how you might use these as “next steps” with your principals. Return to your district team and discuss what you learned. Allow about 10 minutes. You might want to ask 2-3 to share what they have done or plan to do.

NEXT STEPS: Team Planning!
With your district team, discuss what you have learned in this session. What are the big take-aways? What questions do you have? What do you need to share with the rest of your team during your whole team planning time? Now, ask them to discuss these questions in preparation for their team time with the rest of their team. They may want to use the CCRS PD “job alike template” that was used in the content sessions to record next steps. (You may want to have some of these copied to share) I AM GOING TO STOP HERE FOR QM2

Shifts in content Shifts in instructional practices Shift in culture Shift in leadership expectations Shift from compliance to innovation Shift in accountability At this point, review the “shifts” that you covered in the previous meeting. (In Montgomery, we stopped at instructional practices and did the tools) This may be one of the most important shifts for leaders to know and understand. Beyond knowing about the standards, principals and other school leaders need to know how schools must change to successfully implement the CCRS. This requires “instructional leadership” AND “systemic leadership.”

“If you attempt to implement reforms but fail to engage the culture of a school, nothing will change.” Seymour Sarason Ask the participants to read this quote and turn and talk about it to a neighbor. Ask 2-3 to share aloud. To lead this implementation, school leaders will need to focus on building teacher capacity, and must remind themselves that these changes are profound and will be stressful and in some cases, intimidating to many teachers. Therefore, school leaders need to collaborate with teacher leaders, listen to the needs of their staff, and consider how to make sure their schools are teacher and student friendly cultures in which the norm is TRYING NEW THINGS. Even as schools implement changes, they run the risk of making mistakes; teachers need to know that making mistakes is an important part of the change process, where mistakes are treated as opportunities to learn and improve.

Culture that Supports the New Vision of College and Career Readiness
School leaders focus on: Building teacher capacity, not inspecting individual processes Setting the tone for a climate of trust, honesty and transparency Inspiring a culture of innovation, risk taking, and continual improvement Ongoing use of data to inform instruction, programs, and services Ask participants to read the bullets and choose one they feel will be the most challenging for school leaders and then find a different partner to discuss. Ask 2-3 to share out. You may want to use the notes below to further clarify if needed. The principal, with the support of the district, will be the key to the success of the standards. Having an effective principal in a school is nearly as important as having an effective teacher in each classroom. An effective principal accounts for 25% of a school’s impact on student gains, while teacher effectiveness accounts for 33%. While each teacher may have greater impact on his or her own students, the principal affects the entire school culture in addition to the performance of each and every teacher and student in the school. Consider current leadership practices. Have walkthroughs become about inspecting individual processes that do not have impact on teacher thinking about their instruction or student learning (writing an objective on the board)? Do teachers feel motivated to innovate? What structures within a school support ongoing dialogue between teachers and principals about instructional practice and student learning?

How? Engage in frequent conversations with teachers, teacher leaders, instructional coaches, and others to keep the focus on learning (Structures) Build collaborative cultures that promote reflection, inquiry, shared ownership, and adult learning that is focused on student learning (Peer visits, videotaping). Build trust through shared decision making, frequent classroom visits and consistency. Forget the box…….. Here are some possible ways to create a culture that is conducive to producing college and career ready graduates.

Communicate, Communicate, Communicate!
Click on “College and Career Ready Standards” Click on “Communications” tab

learn, unlearn, and relearn.”
“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler A favorite quote – Have someone read this aloud. This is true of students – what they learn from us today is not going to be sufficient for them to be successful. They must be willing to unlearn and relearn – using a worn phrase “reinventing themselves” for life. But, this is also true of us. What worked for the students in my classroom 20 years ago would not work for the students in my classroom today. I may have been very effective in preparing students for the world 20 years ago, but now their learning must look very different.

Shifts in content Shifts in instructional practices Shift in culture Shift in leadership expectations Shift from compliance to innovation Shift in accountability It has been a busy year!

Leading CCRS Implementation
Essential Actions for Leaders: Know the shifts Support aligned instructional practice Focus professional development Align materials Align assessments Involve the community Council of Chief State School Officers (CCSSO) – Know the Shifts – Ensure all stakeholders know and understand the CCRS for math and ELA/literacy and the shifts they require Support aligned instructional practice – Ensure school or district tools used to guide instructional practice reflect and prioritize the expectations of the CCRS Focus professional development – Ensure dollars and time spent on professional learning deepen educators knowledge of and facility with the CCRS Align materials – When reviewing existing materials or purchasing/developing new materials, ensure instructional resources meet the goals and expectations of the CCRS Align assessments – Ensure school or district interim/benchmark assessments accurately reflect the expectation of the CCRS Involve the community – Engage parents and community members in the work of CCRS

Permission to Think Differently!
Alabama Accountability Act of 2013 encourages innovation and creativity: “…maximum possible flexibility to meet the needs of students and communities…” “…flexibility from state laws, regulations, and policies.” “…critical need for innovative models…” “Encourage innovation…by providing….greater control over decision including, but not limited to, budgetary matters, staffing, personnel, scheduling, and educational programming…”

DREAM IT and DO IT! Examples Gulf Shores High School, Baldwin County
Winterboro and Childersburg High Schools, Talladega County Calhoun County Huntsville City Florence City Reynoldsburg High School, Ohio DREAM IT and DO IT!

New Favorite Books!

Intelligent Accountability
Lead with support, capacity building, and transparency Follow with intervention “…accountability is what is left when… responsibility has been subtracted.” Hargreaves and Shirley

CCRS Implementation Rubric

Communicate the Shifts!
Some examples: Madison City - Article/video Classroom visits by legislators Curriculum Fair Mobile County and Baldwin County Videos – A+ website – This legislative session was a bit of a surprise for us. CCRS were adopted in 2010 – it is now 2013 and there was a very organized movement to repeal the standards. Just consider what they would mean for your students, your teachers, your momentum. A bill or resolution was introduced at least five times this session. It was quite a distraction, but took full attention of many. This battle is probably not over, and if we are going to keep this momentum, we need to be proactive over the next 8 months before the next session. Dr. Bice is an honorable man that most educators trust completely. But who do parents trust and listen to – their local school officials – teachers and principals. So we wanted to share a couple of examples of good communication that you may want to consider Distribute examples of communications – newsletter from Region 9; Myths one pager; A+ website

Communication Tips Be honest, transparent, and authentic
Know your message and stick to it Know your audience(s) and prepare the message so it is understandable to the intended audience(s) Choose the best messenger for each audience Use varied mediums and platforms Plan for communication – be intentional

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The Principal’s Role in Leading College and Career Readiness September, 2013 We hope you have had a wonderful morning of learning alongside your teachers.

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Presentation on theme: "The Principal’s Role in Leading College and Career Readiness September, 2013 We hope you have had a wonderful morning of learning alongside your teachers."— Presentation transcript:

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