Association of California School Administrators
Volume 46, No. 5 | May/June 2017
Features
8 Whole system reform that yields the highest results.
14 Looking past the light:
A new focus on Expanded Learning.
Using the LCFF and Expanded Learning to build school climate
and culture, we can transform our schools into places where every
student has a positive relationship with the adults on campus.
By Rodrigo Arancibia
Columns
7 To Our Readers
35 Asked & Answered
I continue to be humbled by
the remarkable people who
pave the way for excellent
service to all students.
By Ralph Gómez Porras
If you could share one best
practice for creating a good
school climate, what is it
and why do you think it is
valuable?
Leadership
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Educational equity is about more than closing gaps.
If we believe that equity is about providing students and adults what they need to exceed
performance targets, then accessing how students make meaning through their cultural,
racial and social constructs is critical to ensuring success for all.
By Edwin Lou Javius
24
Want to know the secret to prioritizing
school climate?
Teaching students social and emotional skills, such as communica-
tion, collaboration, empathy and the ability to resolve conflicts, has a
positive impact on creating a safe and healthy school environment.
By Amy Cranston
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32
Five design principles for developing a leadership legacy.
By utilizing and leveraging existing resources, LAUSD is committed to investing in the de-
velopment of its human capital by growing its leaders from within through continuous, dif-
ferentiated learning
By Martha V. Cortes, Marco A. Nava, Michelle Barker and Ileana M. Dávalos
Infographics work to effectively communicate
the LCAP process.
An infographic is an assemblage of knowledge that transforms
data into visually accessible messages. School districts are in-
creasingly using them to communicate implementation of their
improvement efforts.
By Michael R. McCormick
The sacrifices you make are for
love of learning
In order to implement an
ethical paradigm within the
shared vision, one must
first lead by example. It is
by doing more than ex-
pected when no one is
watching. It is by giving
more of yourself and ex-
pecting nothing in return.
By Jonathan Robinette
Working under the principle that ’district leadership has a measurable effect on student
achievement,’ education leaders in Romoland SD engaged all stakeholders – board, teach-
ers, students, parents, community – to put findings into action.
By Trevor J. Painton and Julie A. Vitale
36 The Alternative to Suspension Model: Discipline in the ‘with.’
40 Synergistic school leadership: Coaching teachers, teams and team leaders.
At-home suspensions just don’t work. One alternative seeks to help students own their be-
havior and implement replacement strategies for successful reintegration into the classroom.
By Barbara Higgins and Barry Tyler
Principals cannot abandon being in classrooms and coaching teachers, but increasing the
capacity of teachers to work in collaborative teams is an approach that results in a better
focus on teaching and learning.
By David McKay Boren
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#LeadershipMatters
May | June 2017
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