principal

s p e c i a l s e c t i o n : 2 0 0 8 - 2 0 0 9 a w s p a n n u a l r e p o r t

volume 39 • No. 1 Fall 2009

What Money Can’t Buy: Powerful, Overlooked

Opportunities for LearningBy Mike Schmoker

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Straight Talk with Lawmakersp. 17

The Technology Leader Your School Has Been Waiting Forp. 30

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the principal news | fall 20094

Association of Washington School Principals Washington School Principals’ Education Foundation

State ComponentsElementary School Principals Association of Washington

Association of Washington Middle Level Principals

Washington Association of Secondary School Principals

National Affiliates National Association of Elementary School Principals

National Association of Secondary School Principals

professional development

calendar

To learn more about AWSP professional development

activities or to register for an event, visit the AWSP

Web site at www.awsp.org.

october SeaTac 1–2 How to Work Less, Produce More and Still Get the Job Done in a Sensible School Week

Wenatchee 6 ASB Finance Issues and Answers

Olympia 8 ASB Finance Issues and Answers

Pasco 13 ASB Finance Issues and Answers

Yakima 18-20 The AWSP Principals’ Conference

Vancouver 22 ASB Finance Issues and Answers

november Olympia 3 If Disaster Struck Your School Today, How Would or Should You Operate?

Yakima 5 ASB Finance Issues and Answers

Bremerton 12 ASB Finance Issues and Answers

Kennewick 16-17 Extraordinary Leadership Institute

Anacortes 17 ASB Finance Issues and Answers

december Olympia 7-8 Extraordinary Leadership Institute

Spokane 8 ASB Finance Issues and Answers

Olympia 11 Working Successfully with Difficult and Challenging Students

Tacoma 15 ASB Finance Issues and Answers

january 2010 Shoreline 7-8 Effective Strategies to Maximize Instructional Conversations Renton 12 ASB Finance Issues and Answers

february Bellevue 3-5 Assistant Principals’ Leadership Conference Burien 23-24 Extraordinary Leadership Institute

september Renton 23 ASB Finance Issues and Answers Moses Lake 30 ASB Finance Issues and Answers

To register for the ASB workshops,

please visit the WASBO Web site at www.wasbo.org.

The Principal News is the official publication of the Association of

Washington School Principals (AWSP). It is published in the fall, winter

and spring each school year. Advertising inquiries should be addressed

to the AWSP Olympia office. All articles published become the property

of AWSP and may not be reprinted without permission.

AWSP • 1021 8th Ave. SE • Olympia, WA 98501-1500 (P) 360.357.7951 • (F) 360.357.7966 • www.awsp.org

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the principal news | fall 2009 5

COLUMNS 6 The Editor’s Desk

Jennifer Fellinger

7 From the AWSP PresidentA Sound Investment

Phil Brockman

8 Student LeadershipAuthentic Engagement—Real Results

Susan Fortin

20 Outdoor LearningThe Outdoor School

Martin Fortin, Jr.

34 Honor RollProfiles of Educational Leadership

Featuring Steve Mullin

46 From the AWSP Executive DirectorQuotes and Questions

Gary Kipp

FEATURES 9 Vulnerability and Leadership

12 What Money Can’t Buy: Powerful, Overlooked Opportunities for Learning

17 Straight Talk with Lawmakers

19 Senator Honored by AWSP

21 AWSP 2008-09 Annual Report

29 Difficult Times Call for Student Leadership

30 The Technology Leader Your School Has Been Waiting For

39 Managing the ‘Unsolvable Problem’

41 Cultural Competency: It Takes a Village

DEPARTMENTS 4 Professional Development Calendar

32 PR for Principals

36 Book Reports

42 AWSP/WSPEF Board Highlights

44 Component News

AWSP STAFF Gary Kipp Executive Director

Jerry Bender Director of Governmental Relations

Don Rash Director of Middle Level Programs

Director of Assessor/Mentor and Intern Programs

Paula Quinn Director of Elementary Programs

Director of Professional Development

Robert Mc Mullen Director of High School Programs

Director of School Improvement Principal Support

Sharon Green Director of Diversity Initiatives and Services

Jennifer Fellinger Director of Communications and

Business Partnership Development

Susan Davis Executive Assistant

Annalee Braley Membership Services Support

Middle Level Programs Coordinator

Denise Johnson Professional Development Coordinator

Diversity Initiatives and Services Support

Caroline Brumfield Communications Specialist

Rick Stacy Financial Services and Information Technology Coordinator

Linda Thomas Principal Leadership Support

High School Programs Coordinator

Legislation Committee Support

Cris Sippel Elementary Programs Coordinator

PAC Support

Principal Support

Susanne Danubio Production Room Coordinator

FIELD CONTACTS Harry Clemmons Eastern Washington Member Services Support

Tom Eisenmann PAC Membership/Special Projects

Terry Barber Special Projects

John Kvamme Legislative Support/Retirement Issues

Joe Pope Northwest Association of Accredited Schools (NAAS)/

School Safety

Sandie Cannady Northwest Association of Accredited Schools

(NAAS) Support

STUDENT LEADERSHIP PROGRAMS Susan Fortin Director of Student Leadership

Joe Fenbert Communications and Curriculum Coordinator

Jan Phillips Leadership Support Staff

OUTDOOR LEARNING CENTERS Martin Fortin Director of Outdoor Learning Centers

Managing Editor Jennifer Fellinger

[email protected]

Printing Capitol City Press

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Tumwater, WA 98512

360.943.3556

www.capitolcitypress.com

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2510 RW Johnson Blvd. SW, Suite 103 Tumwater, WA 98512 360.705.3058


The Editor’s Desk

THERE’S a scene in the movie American Beauty where Lester,

played by Kevin Spacey, asks his wife, Carolyn, played

by Annette Bening, “When did you become so joyless?” The first time I saw this

scene, my stomach dropped. Could there be anything worse in life than being joyless?

But in these challenging economic times, we find ourselves dangerously close

to becoming just that—deprived of joy as anxiety, fear and cynicism threaten to

transcend happiness, hope and gratitude. It seems to me that principals are par-

ticularly at risk. They walk a tightrope, keeping steady while juggling countless

concerns—not just the pressures of changing assessments and dwindling resources,

but also the personal challenges of staff and students facing job loss, illness,

poverty and abuse.

And yet, after being with AWSP for just over one year, I can say one thing for

sure: Despite having to shoulder this collective burden, principals and assistant

principals are among the most joyful people I know.

I was reminded of this recently at the Principals’ Summer Leadership Retreat

in Leavenworth, where I joined AWSP members who had gathered to reflect on their

jobs and recharge their batteries.

What impressed me was how often the participants, often unprompted, wove joy

into their conversations about leadership. Sure, there was talk about challenges; as

we all know, there are real challenges out there. But throughout the participants’

many discussions, there was an underlying focus on what makes them happiest in

their jobs. Even casual chats led to humorous reflections on the most gratifying

things about being a principal—most often, not “things” at all, but rather simple

acts by students, staff or parents that might otherwise go unnoticed.

Don Rash, AWSP’s director of middle level programs, recently described an

exercise he used to share with his staff: Think back to the best teacher you ever

had. Write down all the things that made him or her a great teacher. Now, look at

that list—how many of the things cost money? Chances are, very few. The same

could be said, I believe, of great leaders.

Joy doesn’t cost a thing. While joy may not be a prerequisite for leadership, it

seems that there are very few great leaders out there who are joyless. Perhaps this is

why, even in the toughest times—especially in the toughest times—great leaders shine.

My joy comes from having the opportunity to collaborate with some outstanding

AWSP members on this magazine. I hope you enjoy this issue of The Principal News as

much as I enjoyed working on it. In addition to featuring the voices of your colleagues

in this issue, we offer a special contribution from Dr. Mike Schmoker. (Consider it a

preview of coming attractions: Dr. Schmoker will be a keynote speaker at The AWSP

Principals’ Conference, Oct. 18-20, in Yakima.) We’ve also included our 2008-09

Annual Report, to let you know what your Association accomplished last year.

Best to you as you make your way through the new school year!

Managing Editor, The Principal NewsAWSP

[email protected]

Jennifer Fellinger

When you see this symbol

after an article, you know

there’s even more great

material online!


WHEN we opened our schools for the new

academic year, we did so under the

charge to lead our schools with fewer resources, reduced

staff and diminished support services for our students.

Fortunately, as AWSP members, we have access to countless

resources that support our work in the principalship.

The Principal’s Handbook, the members-only section of

www.awsp.org, offers ready-to-use materials and the latest

research on principal leadership. In addition to The

Principal’s Handbook,

AWSP offers excellent

professional development

through workshops,

conferences and various

training programs.

One of the best confer-

ences of the year—The

AWSP Principals’

Conference—will return

this fall on Oct. 18-20.

This year, building

administrators and other

conference-goers from

across the state will meet in Yakima to focus on the most

important aspect of their profession: leadership.

When it comes to conferences, I often hear colleagues

say they can’t afford to go, usually due to schedule or budget

concerns. We all know how it feels to be mired in the

day-to-day demands of the principalship. And these days,

those demands are intensified by the pressure of having to

do “more with less.” This is precisely why professional

development opportunities like The Principals’ Conference

are so critical. In just three days, attendees will gain

experience and knowledge that will impact their leadership

beyond measure—at a time when their leadership skills are

needed more than ever. The truth is, if leadership matters to

you, you can’t afford not to go.

Leadership does matter, according to the Mid-continent

Research for Education and Learning (McREL). In fact,

McREL research shows that effective leadership is

associated with a 10 percent point gain in school achieve-

ment. Perhaps you know about the 21 leadership

responsibilities McREL researchers have correlated with

student achievement. Three of these responsibilities —

intellectual stimulation, optimizer and culture—are

particularly helpful to leaders during difficult times.

The responsibility of “intellectual stimulation” ensures

that faculty and staff are making current theories and

practices a regular aspect of the school culture. At The

Principals’ Conference, Dr. Mike Schmoker will discuss one

of the most effective practices in schools today—profession-

al learning communities—and its direct connection to

raising student achievement.

The responsibility of “the optimizer” reflects the extent

to which a leader inspires others. The closing speaker of the

conference, Helen Thayer, will share her inspirational story

of trekking to the magnetic North Pole. Like Helen’s, your

challenges can seem overwhelming—and yet you must press

on. Learn how to become the optimizer in your school and

motivate staff and students to reach their goals.

The responsibility of “culture” drives a leader to foster

a shared sense of community and cooperation. Dr. Gene

Sharratt will kick off the conference with a conversation

about building the capacity for hope in others and a culture

of continuous improvement. “When you have hope for

tomorrow,” says Gene, “you have the power to change today.”

The common thread of all AWSP resources, including the

conferences and workshops throughout the year, is leader-

ship. We must continue to build our capacity and

knowledge, especially in difficult times, so that our school

communities sustain their focus on student achievement.

It is an honor to represent all of you as the president of

AWSP. Have a great year!

FROM THE awsp pREsIDENT

A Sound InvestmentEven in a climate of economic uncertainty, an investment in leadership never ceases to pay high dividends.

Principal, Ballard HighSeattle PS

[email protected]

Phil Brockman


sTuDENT lEaDERsHIp

Raising Student Voice and Participation—five years later.

Authentic Engagement—

Real Results

BEING number one feels good. I’m not particularly competitive and

certainly didn’t set out to achieve this standing. However, with

five years of Raising Student Voice and Participation (RSVP) under our belts,

Washington state leads the nation with the largest number of high schools that have

been trained and have implemented the RSVP process. I find this exciting—not

because we’re at the top, but because behind each of our RSVP schools there is a story.

Each story reflects powerful changes in school climate because of student engagement.

Here’s one story:

Director of Student Leadership Programs — AWSP

[email protected]

Susan Fortin

In the late afternoon on May 19, 2009, I drove down

40th Street in Yakima. Kids with signs, T-shirts, smiles

and hands waving lined the street in support of the

Yakima School District building bond. My first thought:

“That’s cool—kids rallying for the bond.” Second thought:

“Wow, running a bond in this economy?!”

After three intersections and at least 100 students, I

spotted Alyssa Patrick holding a sign. Alyssa, a senior at

Eisenhower High, was the co-coordinator for RSVP at

Eisenhower for the 2008-09 year. Seeing Alyssa flanked

by peers who reflected the ethnic diversity of the Yakima

School District—students coming together to make a

difference—I was overcome with a “goosebump moment.”

What I didn’t know at the time was that the student

involvement in the bond was a direct result of the RSVP

process. In the fall of 2008, the entire student body at

Eisenhower participated in Summit 1 of RSVP. These

student-led conversations focused on four questions:

• What is going well at our school?

• What is one thing you would change

about our school if you could?

• What community issues concern you?

• What national or global issue concerns you?

The results of Summit 1 were clear. Eighty-five

percent of the issues students identified as problems

were related to their outdated facility. Rather than

seeking solutions to each individual issue, the student

coordinators met with school administrators, the district

superintendent and ultimately the school board to

encourage their support of a building bond. With more

than 1,000 students actively involved in the campaign,

the building bond passed, and a new facility for

Eisenhower is in the works! Following the election, I read

the news reports, district comments and local letters to

the editor. Every article referred to the fact that student

involvement had made the difference.

The school-wide conversations that happen because of

the RSVP process are powerful, but beyond the conversa-

tions you find focused action. Student voice. Students

taking action. Students shaping school climate. Give

students the opportunity to be your partners in improving

school climate. In reality, you can’t do it without them.


LET me ask a simple question: Are you a school leader? Now, let me ask: Are you a vulnerable school leader?

During my 20-plus years as a principal, I have wrestled with this and many

other leadership questions. To what extent am I simply managing or indeed

leading? What do I believe about change? Is there congruity between my words

and actions? Perhaps part of the reason for my persistent questioning is that many

definitions of “leader” abound, each reflecting different theories of leadership.

By some definitions, I may be a leader; according to others, I may not.

In their book The Soul at Work, Roger Lewin and

Birute Regine noted that leaders need to pay as much

attention to how “we treat people as we do to our struc-

tures, strategies and statistics.” Margaret Wheatley said,

“We cannot hope to influence any situation without

respect for the complex network of people who contrib-

ute to our organizations.” Hans Selye observed, “Leaders

are leaders only as long as they have the respect and

loyalty of their followers.” To these insights, I would add

that at the heart of leadership is a life template that

includes vulnerability.

When I first arrived at my current school, I recog-

nized that earning trust had to begin with my own

willingness to be vulnerable and manifest transpar-

ent behavior. To foster trustworthy actions within the

school, we took time to create operating norms in three

distinct areas—Communication, Preventing/Recovering

from Misunderstandings and Disagreements, and

Accountability. Some of the norms included:

• Communicate with each other in an honest, recep-

tive and positive manner.

• Use “I” statements.

• Speak only for yourself and not for a collective “we.”

• Use e-mail for positive comments or general informa-

tion and meet face-to-face if the information could

be perceived as negative.

• Silence does not indicate agreement.

•When a conflict arises with another staff member,

go directly to that coworker to discuss the situation.

• Avoid “triangles.”

• Avoid meeting when you are angry.

• Hold each other accountable in order to avoid behav-

ior that is divisive to our team.

• If “we” is brought into the discussion, ask the parties

who “we” is.

• If pulled into a triangle, listen, but ask colleagues

to discuss the issue directly with the person. Draw a

line when you start to feel uncomfortable.

An unlikely pair? Not for those who want to build a culture of trust and success.

Sunrise ElementaryNorthshore SD

[email protected]

Paul Bodnar

Vulnerability and Leadership

(continued)


Once these were adopted, I asked the staff, first and fore-

most, to hold me accountable for following our agreements.

Because I knew my actions were going to be scrutinized and

analyzed for meaning as to my intentions and character, I

became more thoughtful about my behavior.

To gauge the perception of my leadership, I conduct an

administrative leadership survey about every three years.

Using a 1-5 scale, staff members assess the extent to which

they have observed 30 specific behaviors on my part and the

extent to which these behaviors are important to them. In a

subsequent staff meeting, I revisit one or two items with

the biggest disparity between what is occurring and what

is important. I ask staff to provide me some ways that these

particular areas could be improved. For example, when I noted

that the staff felt I didn’t “respond to their needs in a timely

manner,” they offered suggestions for ways I could improve.

In being asked for this level of feedback, people recognize

the importance of seeking personal growth. In fact, a

number of staff have conducted similar surveys with their

students and/or parents.

While “vulnerability” may not be the first quality you

associate with leadership, it is deeply powerful. Think of the

implications of taking the time to evaluate your meetings

and ask questions such as, Did I, as facilitator, seek every-

one’s opinion? Did you feel that you had a chance to ask

questions and to offer your thoughts? What would you like

to see changed ahead of our next meeting? True, you may

expose yourself to an unexpected critique, but the benefits

of soliciting and responding to input far outweigh the

minor discomforts of a bruised ego.

In closing, I offer five precepts (at right) that have

influenced my thinking as a principal. The extent to which

I am able to build and sustain trusting relationships in a

spirit of humility, using these five precepts, is foundation-

al to our success as a school. These precepts, however, are in

no way exhaustive. As part of an ever-changing blueprint

for strong leadership, they continue to evolve as I continue

to revisit them.

As principal, your behavior sets the tone for your

building. Take a step toward vulnerability—and take a step

toward a stronger, more trusting culture.

Five Precepts

Everyone is important. Do I pay attention to

everyone in our organization? In what ways do I

strengthen the self-esteem of staff members? Do I

know what motivates each person? What do I know

about their families, the seemingly minor details

of their lives, the burdens they are carrying? Am I

ready to affirm evidence, even glimmers, of excel-

lence from all corners of the school community?

Model consideration, patience and courtesy.

Do I get so wrapped up in my work and my image

that I walk past people without acknowledging

them? Or, worse yet, do I acknowledge only some

people? Are people valued as individuals or are

they thought of primarily as assets? Do I maintain

confidentiality? Do I hurt when others hurt? Am I

timely in responding to people’s needs? Am I good

to my word?

Listen to understand. Do I stay focused on the

person who is talking with me? Does my body lan-

guage say I am not interested in the conversation?

Do I try to multitask when talking with people?

When a person rambles, do I hang in there, mind-

ful that the sentence I tune out might hold some

crucial fact? When we’re done talking, do I reiterate

what they said? Do I ask clarifying questions?

Let the staff get to know me. To what extent

does my staff know me? Do I believe that I can’t

manage well unless I have an image of impervious

strength? Do I hide my humanity, especially my

flaws and weaknesses? Do people around me know

what I care deeply about, and even what I struggle

with? Do I regularly share my core values with staff?

Get formal feedback about performance. Do

I institute regular feedback mechanisms? Do I ask

staff for input about how I facilitate meetings?

Do I model that learning from mistakes is OK, or

do people perceive that they will be reprimanded

for errors or failures? Do I model commitment to

continuous improvement and learning? Do I use

surveys in a judicious manner? If I have made a

mistake, do I own it?

See an example of Paul’s administrative leadership

survey. Go to The Principal’s Handbook at

www.awsp.org, then click on The Principal News.


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STATES are in a fiscal funk. This

means, as we are told in

Education Week, that “ambitious education initiatives”

are being scuttled (Jacobson 2008).

Sounds grim, but there may be an opportunity here.

The current downturn could force us to see how much

can be accomplished by attending to some long over-

looked, incontrovertibly effective actions and initiatives.

Best of all, these are largely free. It’s not that funding is

irrelevant or that money couldn’t help us institute these

changes. But the simple, fundamental actions I recom-

mend could all be done with existing resources. In

combination, they would have more impact on learning,

on the achievement gap, and on civic, college and career

preparedness than anything we’ve ever done.

This might sound farfetched. So before you weigh

their merits, know that each of the following suggestions

has been tested on hundreds of educators, including

members of state and national education organizations.

Overwhelming majorities of these audiences have

strongly agreed with these proposals, as well as the

problems—the brutal realities—which they address.

Stop wasting time by using worksheets, movies and the

like as if they were important instructional tools.

Virtually every audience I have spoken to will admit to the

inexcusable proliferation and abuse of worksheets, movies

and other time-consuming activities that only masquerade

as instruction. Even teachers and administrators in high-

scoring or award-winning schools openly acknowledge

this. Most of them agree that, with exceptions, low-quality

worksheets consume as much as 25 percent or more of

class time in most schools. Replacing these with worthy

learning experiences (which I later describe) would be like

adding two months to the school year—enough to have a

breathtaking impact on learning.

And then there are…the movies. When I walk the

halls of schools, from high-scoring to low, I routinely

hear the blare of movies emanating from too many

darkened classrooms—in science, history and English.

For most of these (often recent release) films, we hear

the same flimsy justifications, year after year. Most of

these movies consume about three entire class periods.

Then, there is the ubiquitous coloring, cutting and

poster-making, the collages and arts projects—in

What Money Can’t Buy: Powerful, Overlooked Opportunities for Learning

Simple fundamental changes in instruction are less about cash than courage and could make gargantuan differences in student learning.

Writer and consultantFlagstaff, AZ

[email protected]

Mike SchmokerDr. Mike Schmoker, author of Results NOW: How We Can Achieve

Unprecedented Improvements in Teaching and Learning, will be a

keynote speaker at AWSP’s 2009 Principals’ Conference, Oct. 18-20,

in Yakima. Be sure to join Dr. Schmoker for his presentation, “The

Opportunity: From Brutal Facts to the Best Schools We’ve Ever Had.”


subjects like history and English, from kindergarten to

senior year. In a rank perversion of “active learning,”

“differentiated instruction” and “multiple intelligences,”

collages and mobiles have emerged as unit assessments

for gauging student understanding of To Kill a Mock-

ingbird and The Great Gatsby—even in honors classes.

Something is amiss when high school students spend

weeks building a medieval castle for world history, a

course in which time is so clearly precious.

All this starts in the early grades, when many chil-

dren’s academic futures and their college prospects are

made or broken. That’s when many students discover that

“reading” class means lots of coloring, cutting and

pasting—about two-thirds of classtime, according to Ford

and Opitz (2002).

Add it up. These various diversions translate to several

months per year of precious instructional time. As bizarre

as these practices might

sound to the average

person, educators admit

that they are oh-so-com-

mon in every kind of

school, even as they

diminish kid’s futures.

Fixing this is not a

matter of money. Like all

of the following, these

problems will be solved

only with candid, coura-

geous dialogue. It’s time

to break the silence on

these insidious, indefen-

sible practices.

But what will replace these activities? Simple, pow-

erful lessons and activities that are affordable within

most school’s budgets.

Dramatically increase the amount of purposeful

reading, writing and discussion—in as many subjects

as possible. If we replaced the most egregious and time-

wasting activities with vastly more reading, writing and

discussion, something marvelous would happen for

students. There is a revealing story in Cross X, the bestsell-

er about the meteoric rise of an all-black debate team at an

inner-city high school in Kansas City. Their adventure

began with a simple practice: Give students an interesting

text and the chance to argue about the characters and

issues within it, and they will do the rest (Wiliam 2007).

I have led countless discussions with students from

2nd grade through university. If you give them a fair

chance to read a good text closely and then to form and

express an opinion about it, they will respond. This is

especially true if they have adequate in-class time to do

the reading, under a teacher’s supervision, followed by a

chance to pair up to share opinions and impressions

before whole-class debate or discussion.

This year, I’ve been working with a teacher who does

this with students continually. With middle schoolers,

we’ve had great discussions, analyzing and comparing

readily available texts. We make sure that every student

participates. We’ve discussed Plessy v. Ferguson and

Disney’s use or abuse of history in the movie Pocahontas,

and we’ve closely compared primary source documents

describing the lives of

a slave and a New

England mill worker.

Of course, we exten-

sively model such

analytical reading

and thinking for

every assignment and

give students plenty

of opportunities to

engage in these

activities in class,

with teacher guid-

ance. We explicitly

and repeatedly teach

them how to under-

line and annotate a text as they read (I can’t overemphasize

the importance of this).

Once you get the hang of these simple activities, they

won’t fail you, even if you vary and repeat them hundreds of

times per year in almost any subject. Moreover, students do

their best, most impassioned writing after they have

carefully read and discussed one or more texts—in the

argumentative mode. A legion of thinkers and researchers

has found these simple activities to be the best way to

prepare students not only for college, but for the intellec-

tual demands of 21st-century work and citizenship (Conley

2005; Allington 2001; Schmoker 2006).

(continued)


The impact of this one simple change—replacing poor

teaching and pseudo literacy practices (described previ-

ously) with large daily doses of purposeful reading, writing

and discussion—would be seismic. But keep reading: There

are other, equally rich opportunities for improvement.

Ensure that a high-quality, coherent curriculum

actually gets taught. On the one hand, Marzano and

others found that a coherent, agreed-on curriculum

(which includes higher-order literacy and problem

solving) has more impact on achievement than any

other factor (Marzano 2003). But only if we actually

teach that curriculum.

And there’s the rub. Numerous studies, including

Marzano’s, confirm what most educators know all too

well: “curricular chaos”—not coherence—still prevails in

most schools, a result of our no-oversight, high-autono-

my culture (Schmoker and Marzano 1999). Fortunately,

many successful schools have seen achievement levels

soar after developing coherent, high-quality curricula—

but only when they instituted monitoring mechanisms

for ensuring that it is taught.

There is a simple way to ensure a common, high-quality

curriculum: Teachers, by school or district, must create

maps, by grading period, designating clearly which

standards and objectives students will learn, with ample

inclusion of higher-order, critical-thinking, reading and

writing standards. Then, for each grading period, common

assessments must be built and administered (not bought

from a test-prep vendor). Building these maps and assess-

ments is an essential and ongoing professional learning

experience (summer is an excellent time for such work).

Finally, teacher leaders or administrators must meet

with teacher teams to constructively discuss the results

of these assessments for continuous improvement

purposes. These simple practices have had a

stunning impact on schools like Adlai

Stevenson High School in suburban Chicago

and many schools that have faithfully

implemented Stevenson’s model.

For what it’s worth, even in the small

school district where I once worked, it cost us

less than $30,000 in the late 1990s to create

the curriculum maps and common assess-

ments—about 5 percent of our federal funding

allotment for a single year. Monitoring such a

simple system is cost-free. And remember:

These simple mechanisms address the #1

factor that affects student learning, that is,

what we teach (Marzano 2003).

Which brings us to how we teach. Huge

rewards await those who, at no additional cost, will

actually implement what we’ve known for decades about

effective instruction.

Ensure reasonably sound lessons in every subject

and classroom. The work of several eminent educators,

over several decades, points to one of the most simple,

powerful sets of practices we know. They form the

general structure of an effective lesson. This simple,

well-known pattern is supported by the work of Dylan

Wiliam, Robert Marzano, Douglas Fisher and Nancy Frey,

Madeline Hunter, James Popham, Richard Stiggins,

Marilyn Burns, Grant Wiggins and Jay McTighe. Together,

they have a monumental impact on learning for every

kind of student. But alas, these practices are seldom

consistently implemented in the preponderance of our

schools and classrooms. Indeed, we don’t insist on them

or even monitor to ensure that they are implemented.

Effective lessons (most of them, anyway) start with

teaching only those skills or standards that teachers fully

understand and which come directly from the agreed-on

curriculum. Then, start the lesson by being scrupulously

clear in conveying both the purpose of the lesson and

how it will be assessed, with a careful description of the


criteria necessary to succeed on the assessment. The lesson

must be taught in manageable steps or “chunks.” Between

each step, the teacher must “check for understanding” or

“formatively” assess (e.g., by circulating, scanning, observing)

to ensure that students understand the “chunk” that was just

taught. Between chunks, students engage in “guided practice”

replete with teacher modeling (or “thinking aloud”), with

frequent use of student and adult models and exemplars,

where helpful, to help students understand the work.

Throughout the lesson, the teacher makes ongoing adjust-

ments and clarifies difficult concepts or processes when

students are struggling. These general elements are as

important for learning three-digit multiplication as for

learning how to take notes for content mastery or to effective-

ly select and explain supporting quotes and references in an

argumentative paragraph. In sum, these should be “routine

components of every lesson” (Marzano 2007, p. 180).

We know these elements. But we greatly underestimate

the impact they would have if they were even reasonably well

implemented. Dylan Wiliam (who all but coined the term “for-

mative assessment”) found that such practices can account for

“400 percent speed of learning differences” (2007, p. 185).

Students whose teachers largely observe such practices can

learn, in a single grading period, what those in less effective

classrooms will require an entire school year to learn. For all

this, my audiences concede that these simple, universally

known practices are conspicuously absent in most lessons.

This is painfully apparent with respect to perhaps the

most pivotal component—the “check for understanding” or

“formative assessment.” Teachers in America almost univer-

sally continue to call on students who raise their hands, then

move on—while the rest tune out or fall behind because no

one took a moment to see if they understood the material. As

Richard Elmore notes, effective instruction is voluntary—and

therefore rare (2000, p. 6).

To change this, these elements of good instruction need to

be reinforced and clarified regularly and redundantly.

Someone in the system should make regular, brief classroom

visits to ensure they are being implemented—and then

provide feedback to faculties primarily (and to individual

teachers only as a last resort). We need to require all teachers

to observe effective teaching as a routine matter of profes-

sional practice. This, too, could be accomplished in

already-existing faculty meetings and with existing profes-

sional development funds.

References

Allington, Richard L. What Really Matters for

Struggling Readers. New York: Addison Wesley

Longman, 2001.

Conley, David. College Knowledge: What It Really

Takes for Students to Succeed and What We Can

Do to Get Them Ready. San Francisco: Jossey-

Bass, 2005.

Elmore, Richard F. Building a New Structure for

School Leadership. Washington, D.C.: Albert

Shanker Institute, 2000.

Ford, Michael P., and Michael F. Opitz. “Using

Centers to Engage Children During Guided

Reading Time.” The Reading Teacher 55

(May 2002): 710-717.

Jacobson, Linda. “States May See Fiscal Squeeze

on Education.” Education Week, January 9,

2008, pp. 1, 16.

Marzano, Robert J. What Works in Schools:

Translating Research into Action. Alexandria,

Va.: Association for Supervision and Curriculum

Development, 2003.

Marzano, Robert J. The Art and Science of Teaching:

A Comprehensive Framework for Effective

Instruction. Alexandria, Va.: Association for

Supervision and Curriculum Development, 2007.

Schmoker, Mike. Results Now: How We Can

Achieve Unprecedented Improvements in

Teaching and Learning. Alexandria, Va.:

Association for Supervision and Curriculum

Development, 2006.

Schmoker, Mike, and Robert J. Marzano.

“Realizing the Promise of Standards-Based

Education.” Educational Leadership 56

(March 1999): 17-21.

Wiliam, Dylan. “Content, Then Process: Teacher

Learning Communities in the Service of

Formative Assessment.” In Ahead of the Curve,

ed. Douglas Reeves. Bloomington, Ind.:

Solution Tree, 2007. (continued)


Ensure that teachers work in teams, as all true professionals do. Stop honoring

“teamwork” and “professional learning communities” mostly in the breach. Be redundantly,

obsessively clear about this: True “PLC” teams meet regularly to ensure fidelity to good

curriculum that is replete with higher-order skills and habits of mind. Remind each other

that professionals don’t let professionals abuse worksheets and movies. Authentic teams

build effective curriculum-based lessons and units together—which they routinely refine

together on the basis of common assessment data.

Adlai Stevenson High School is, deservedly, the poster child for the power of professional

learning communities. As one teacher there noted recently, such disciplined teams made all

the difference—and didn’t cost anything in additional expenditures.

The impact of these simple changes, in combination, would be gargantuan. To be sure,

there are legitimate needs for additional funding to address structural needs in many of our

schools. But the actions advocated here are less about cash than courage—and clarity. In

these tough budget times, we could do no better than to turn our attention, at the national,

state and local level, to the historic opportunity these changes represent.

“What Money Can’t Buy: Powerful, Overlooked Opportunities for Learning,” by Mike

Schmoker, Phi Delta Kappan, Vol. 90, No. 7 (March 2009): pp. 524-527. Reprinted with

permission of Phi Delta Kappa International, www.pdkintl.org, 2009. All rights reserved.

Association ofWashington SchoolPrincipals


THE executive board of the

Seattle Public Schools

Principals Association recently had

the pleasure of meeting with Rep.

Reuven Carlyle, 36th Leg. District, and

Sen. Joe McDermott, 34th Leg. District, for an invigorating discussion about public education in Washington state.

During the meeting, the two state legislators expressed an earnest desire to hear about the successes, tri-

als and tribulations of principals in order to better understand and advocate for our children. While there were

many heartfelt stories of courage, conviction and triumph, there were also shared accounts of the frustration and

despair that come with the leadership journey of getting all students to reach academic excellence.

Three main themes emerged during the principals’ discussion with the legislators.

First, the principals expressed a need to celebrate educators, with special acknowledgment of building leaders.

As the principalship grows increasingly complex, research suggests an inextricable link between high-quality

instruction and building leadership. Educators, students and school leaders are working harder and in a more focused

fashion, despite the backdrop of an ever more challenging society. While teachers deserve thunderous applause for

their efforts, we must also take a moment to recognize our principals who are often held in the blinding public light,

playing a “shock-absorber” role for the shortcomings of many public services—and doing so with aplomb, dignity and

uncompromised tenacity.

Straight Talk with Lawmakers

Principals are stepping up to share their expertise with legislators.

Principal, Franklin HighSeattle PS

[email protected]

Jennifer Wiley, Ed.D.

Did you know AWSP helps members set up meetings with their state legislators? As one of the benefits of

membership, the Association works on its members’ behalf to organize meetings such as the one described in this

article by Seattle principal Jennifer Wiley. For a calendar of principal-legislator district meetings taking place

this fall, go to www.awsp.org, then click on the “Legislation” tab.

“Of all of the civil rights for which the world has struggled and fought for 5,000 years, the right to learn is undoubtedly the most fundamental… And whatever we may think of the curtailment of other civil rights, we should fight to the last ditch to keep open the right to learn, the right to have exam-ined in our schools not only what we believe but what we do not believe; not only what our leaders say, but what the leaders of other groups and nations, and the other centuries, have said. We must insist upon this to give our children the fairness of a start which will equip them with such an array of facts and such an attitude toward truth that they can have a real chance to judge what the world is, and what its greater minds have thought it might be.” — W.E.B. Dubois

(continued)


Second, the principals called on the legislators to

embark upon a more honest dialogue with the public about

education. The average citizen probably does not know that,

in school funding, Washington ranks 42nd among the 50

states. This level of funding is acceptable only if we agree

as citizens that a 42nd-rate education is good for our kids.

From the perspective of those of us “in the trenches,” it

appears that we are expected to deliver first-rate results and

experiences for our children with 42nd-rate resources. If

we expect excellence, it is incumbent upon each and every

citizen to ensure as much.

Finally, shared by all was an ethos of high-quality

instruction for every student, with particular emphasis on

providing historically underserved students more services

in order to close the opportunity gap. While budgets are

strained, the demand to do even more with less is reaching a

fever pitch, particularly in light of our commitment to offer-

ing all our children equitable educational opportunities.

As principals, our plea to legislators is to keep in mind “the

paramount duty of the state to make ample provision for the

education of all children residing within its borders.”

Legislators like Carlyle and McDermott are to be

applauded for reaching out to energize this conversation.

Although it remains unclear whether these lawmakers

will be able to make a difference for principals, educators

and ultimately the young people in our state, the

principals in attendance felt the discussion we shared

was enlightening on all fronts. We were left with the

impression that public education is a top priority for

both lawmakers, who seemed not only genuinely inter-

ested in understanding the principals’ perspective but

further serving on behalf of students and educators to

establish a world-class public education system in

Washington state.

By meeting with your legislators, you have the oppor-

tunity to reach out and remind them that public education

is one of the cornerstones of our democracy. We ought not

lose sight of this investment in our future as we look for

ways to tighten the fiscal belt. When push comes to shove

in making fiscal decisions at the state and local levels, we

must take care of the children first and foremost. Our very

democracy depends on it.

If you wanted to spend your days putting

out fires, you would have become a firefighter instead of a school principal.

Learn How to Work Less, Produce More, and Still Get the Job Done in a Sensible

School Week with Malachi Pancoast, President, The Breakthrough Coach. It’s one

of the most practical – and liberating – programs you will ever attend.

For more information on our Spring 2010 Programs, please visit www.the-breakthrough-coach.com/upcoming.asp

UPCOMING PROGRAMS IN YOUR AREA:• Seattle, October 1 & 2, 2009

PROGRAM SOLD OUT

tbc129154_AWSP_7.5x4.75K_rSG 8/3/09 2:34 PM Page 1


IN June, AWSP selected Sen. Rodney Tom to receive

the 2009 Torch of Leadership Award. The award

honors a state-level public servant who has demonstrated

support of principals and the principalship in the educa-

tion of all students.

Tom, who represents the 48th district, was chosen for

the award for his commitment to K-12 education during

the 2009 legislative session.

According to AWSP Director of Governmental

Relations Jerry Bender, the senator has kept education

a top priority, even when the demands of a downward

economy made it difficult to do so.

“He appreciates the challenges principals face, and has

championed legislation that provides what is needed to

carry our students and schools forward,” explained Bender.

As a member of the Basic Education Funding Task

Force, Tom helped craft ESHB 2261, which ushers in a

new plan for the full funding of K-12 basic education in

Washington state. He also backed bills supporting the

state’s principal internship program and the Washington

State Leadership Academy.

“Principals will play a vital role as we move forward

with education reform within the constraints of stagnant

revenues,” said Tom, upon learning of the award. “Very few

areas in education give us better leverage than making

sure every school has a great principal.”

“There is not a great school in Washington state

that does not also have a great principal; the two go

hand-in-hand,” he added.

School building administrators in the 48th district

have noticed Tom’s hard work. Paul Luczak, principal of

Juanita Elementary (Lake Washington SD), remarked,

“Sen. Tom is a bipartisan legislator who truly under-

stands educational issues and has worked tirelessly for

education reform.”

Tom just completed his first term in the Washington

State Senate after serving two terms in the House. He is the

vice chair for the operating budget on the Ways and Means

Committee and also serves on the Early Learning and K-12

Education Committee and the Judiciary Committee.

The senator will be honored with a formal recogni-

tion and award presentation at AWSP’s next Legislation

Committee meeting, Oct. 6, in Seattle.

The Torch of Leadership Award is administered by

AWSP. Nominations for the award are submitted by mem-

bers of AWSP’s Legislation Committee, and final selection

is made by a panel of staff and committee members.

Senator Honored by AWSP

Torch of Leadership Award goes to Sen. Rodney Tom.

Watch an exclusive AWSP interview with

Sen. Rodney Tom and hear from AWSP

members who have hosted legislators

in their schools. Go to The Principal’s

Handbook at www.awsp.org, then click on

The Principal News.

Senator Rodney TomTorch of Leadership Winner


The Outdoor SchoolAn outdoor residential experience ‘brings out something good’ in students.

OuTDOOR lEaRNINg

I HAVE been an advocate of using the outdoors as a laboratory for

learning my entire career in education. My opinion was most

likely formed in my Boy Scout days, and that opinion carried over to my approach as a

classroom science teacher.

Recently I received a report from a group that had visited the Cispus Learning Center.

In the report, the adviser relayed an evaluation from one of his students, a Naval Junior

ROTC cadet: “I paid 60 bucks to take a two-hour bus ride, get yelled at, sleep in a haunt-

ed barracks, and do way too many push-ups. It was a perfect weekend.” That statement

made me think that our greatest advocates are the students who live through the camp

life. The lasting effect of the residential experience affects the participant intellectu-

ally, emotionally, physically and socially.

I believe the individual’s growth is best expressed when the student relates his or her own experience. Here is what

Josh Neitzel from Capital High School in Olympia shared with me:

“Cispus has been part of two of the best experiences in my life, first as a camper and then as a counselor. In fact,

it was some of my experiences as a camper—being able to connect with the fun of bonding with my classmates,

escaping the monotony of conventional schooling and spending time in the outdoors—that made my experience as

a counselor that much greater. Remembering the magic of these things as a kid, and again seeing it in the campers

taking part in the exact same activities six years later, is moving in a way that only those who have been to camp

can fully understand. There’s something about camp that is truly unique. I’m not sure if it’s the people, the facili-

ties, the outdoor experience, but it just brings out something good in you. And all of this is coming from a relatively

privileged kid. Some people there had never had a chance to go camping, and they experienced things they had never

done before. The overwhelming love these kids have for this place just takes you over. These are normal kids—they

hate school. But when they go to camp, things change. Learning becomes fun, and that alone makes the entire expe-

rience worthwhile.”

Ethan Voon, another Capital High School student, best summed up the experience:

“In the end, having the chance to enjoy Cispus camp life in this new way as a counselor was a great experience. We

got to have fun but, more importantly, I was able to help give the fifth graders a great time.”

I am convinced that the residential camp experience has far-reaching benefits. Perhaps one of the best is to see the

emerging servant’s heart develop in our high school students. What better place than at outdoor school?

Director of Outdoor Learning Centers AWSP

[email protected]

Martin E. Fortin, Jr.

2008-09

AWSPAnnual ReportHighlights of Another Great Year in the Principalship

The association of washington school principals

The success of any professional

association is dependent on the leadership of its members. As I reflect on this past year and the evolution of the Association of Wash-ington School Principals, I am in awe of the talent

of our Association’s elected leaders. With remarkable skill and insight, the members and officers of the AWSP board and com-ponent boards masterfully set the values and direction for our Association. Because of these individuals who have donated their time to lead us, AWSP is held in high regard both by its members and by those outside the Association.

The staff at AWSP takes their work personally. They understand the research underscoring a principal’s impact on student achievement. They see the relationship between their own work and successful schools, and they are energized by being a part of AWSP. It is no surprise that I so often receive compliments on the actions of our staff.

As we move into next year, with the challenges of more budget shortfalls, significant federal and state legislative issues, and the continued challenge of creating culturally and academi-cally responsive schools, I am confident that the principals of our state are in good hands with their AWSP membership.

Gary Kipp AWSP Executive Director

Executive Director

Annual Report from the

That’s why the Association of Washington School Principals is dedicated to helping all administrators develop, enhance and refine their leadership abilities. This year, more than 3,400 principals, assistant principals, principal interns, teacher leaders and central office adminis-

trators, from both public and private schools, were members of the Association. Together, they stood at the forefront of academic progress and school change.

Our members benefit not just from professional development—the primary focus of AWSP’s mission—but also from professional support in the form of mentoring, coaching and career counseling, administered by the Association through various programs. Additionally, AWSP gives the principalship an active voice in the Legislature and Congress, testifying on behalf of—and in partnership with—practicing principals and assis-tant principals from around the state.

In this Annual Report, we have organized our 2008-09 highlights around the Association’s six strategic goal areas—Advocacy, Principal Leader-ship, Member Services, Diversity and Cultural Competence, Student Leadership and Outdoor Learning Centers. These six areas relate to the work we do on behalf of our members and the one million students they serve every school day.

Effective leaders make for effective

schools.

2008–09

awsp annual report | 2008-2009

Elementary Representatives Sue Corey (Central Kitsap SD) Jill Massa (Warden SD) James Rudsit (Peninsula SD)

Middle Level Representatives Karen Owen (North Thurston PS) Thomas Schend (West Valley SD #208) John Westerman (Eastmont SD)

High School Representatives Phil Brockman (Seattle PS) Boyd Keyser (Cle Elum-Roslyn SD) Jennifer Shaw (Franklin Pierce SD)

Three-Year Component Board Representatives Nancy Faaren (Olympia SD) Diane Otterby (North Kitsap SD) Karen Reid (Mukilteo SD)

Administrators of the Year

PresidentSue Corey

Central Kitsap SD

President-ElectDave Balcom

Moses Lake SD

Past PresidentCharlene Milota

Spokane PS

Budget ChairVicki Puckett

Northshore SD

High school principal of the Year

Aaron LeavellBremerton High, Bremerton sD

assistant principal of the Year

Mike O’DonnellCle Elum-Roslyn High, Cle Elum-Roslyn sD

Middle level principal of the Year

Christine Lynchshaw Middle, spokane ps

Distinguished principal of the Year

Bruce CannardEdison Elementary, Kennewick sD

n a t i o n a l f i n a l i s t

n a t i o n a l f i n a l i s t

AWSP Board of Directors


NAESP/NASSP National Leaders’ Conference — Washington, D.C.

New Principals’ & Assistant Principals’ Workshop — Lacey

Summer Leadership Retreat — Leavenworth

Number of AWSP members for the 2008-09 school year (as of June 1, 2009).

Percentage of principals and assistant principals in Washington state who are members of AWSP.

Total number of years’ experience in the principalship within the AWSP executive staff.

Number of volunteer ambassadors who contacted potential members for AWSP.

Number of assessor/mentors AWSP trained to help principals and assistant principals, bringing the Association’s cadre of assessor/mentors to 68.

Number of professional development workshops held for AWSP members and their staff statewide.

Number of different school districts represented on AWSP’s Board of Directors, Diversity Task Force and elementary, middle and high school component boards.

Number of principals and assistant principals served through AWSP’s Assessing and Developing the 21st Century Principal program.

Number of principals and assistant principals—both new and veteran—who received support through AWSP’s Leadership Coaching Services.

Number of districts involved in the pilot year of the Washington State Leadership Academy.

Number of interns who participated in the Washington State-funded Internship Program administered through AWSP.

Number of members on the AWSP Facebook Group (as of June 1, 2009).

Number of businesses participating in AWSP’s business partnership program.

Number of members who received guidance from AWSP regarding legal matters. Support ranged from answering inquiries about instructional practice to responding to more complex concerns over contracts or personnel isues.

Number of schools in Washington state trained in the Raising Student Voice and Participation (RSVP) program.

Notable Numbers in 2008-09

AWSP/WSPEF Board Meeting — SeaTac

Assistant Principals’ Leadership Conference — Vancouver

NASSP Convention — San Diego, CA

January

F

July

ebruary

3,45198

10615

26

34

42

21

16

180

39

8

47

130

66


Highlights of a Great Year

ugust

AWSP Executive BoardPlanning Retreat — Olympia

eptember

AWSP/WSPEF Board Meeting — Port Ludlow

The AWSP Principals’ Conference — Spokane

2008

NAESP Convention — New Orleans, LA

AWSP/WSPEF Board Meeting — Redmond

prilA

A S

WASA/AWSP Summer Conference — Spokane

AWSP/WSPEF Board Meeting — Spokane

June

Washington Scholars Recognition and Luncheon — Olympia

May

ctober

2009


The Legislative Platform

The Association’s legislative platform is established each fall by the 27-member Legislation Committee. Comprised of principals and assistant principals from around the state, this group prioritizes AWSP’s legislative efforts for each session and identifies members who can speak to the issues before committees and in stakeholder meetings.

Highlights of 2008-09:

Influenced legislation to include AWSP in the development of the redefinition and funding of basic education and the development of a dual-credit program policy.

supported the passage of bills that clarified school em-ployee misconduct, established online learning oversight, and repealed, suspended and amended education statutes.

Maintained funding for the Washington State-Funded Intern Program.

Maintained administrative responsibility for all aspects of school operations, including school media.

Created the Torch of Leadership Award to honor state-level public servants who have demonstrated support of principals and the principalship, and named Sen. Rodney Tom the recipient of the 2009 Torch of Leadership Award.

Conferences and Workshops

This year, nearly 1, 200 individuals from across the state attended our conferences, including the Summer Leader-ship Retreat in Leavenworth, the AWSP Principals’ Con-ference in Spokane, the Assistant Principals’ Leadership Conference in Vancouver and the WASA/AWSP Summer Conference in Spokane.

In 2008-09, AWSP hosted 34 workshops designed to help members develop and enhance their leadership skills. Nearly 1,275 members were served by these events.


provided 180 interns with up to 32 release days through the Washington State-Funded Intern Program.

led a “Welcome to Your Internship” workshop for more than 100 interns starting their principal internship year.

administered comprehensive, confidential and individual-ized leadership coaching to 21 new and veteran principals and assistant principals.

Offered assessment and mentoring for 42 principals and assistant principals, many at the start of their administra-tive careers, through the Assessing and Developing the 21st Century Principal Program.

provided the 32 principals from schools in “School Improvement” with 159 days of leadership development support. This involved 45 hours of on-site confidential principal consultation and professional development programs for principals and their coaches.

Completed the pilot year for the Washington State Leadership Academy, which included more than 40 hours of professional development and 11 days of coaching for each of the 16 districts involved, and finalized implementa-tion planning for the Academy’s second cohort, which will include 13 additional districts in the 2009-10 school year.

“The 2009 session posed many challenges for K-12 schools. But thanks to the collective efforts of AWSP, the Legislation Committee and several members advocating on behalf of our schools, legislation passed that will support principals’ professional development, maintain internship

opportunities and help advance our profession.”

— scott Friedman, assistant principal, lakeside High, Nine Mile Falls sD / Chair, awsp legislation Committee

“There is not a great school in Washington state that does not also have a great principal—the two go hand in hand.”

— sen. Rodney Tom, 48th leg. District / winner, 2009 awsp Torch of leadership award

1

“This was an extraordinary training! I have to rank it as the most useful and valuable training I have had. The infor-mation I received was truly a gift.”

— attendee Evaluation, March 2009, Extraordinary leadership workshop

2Advocacy Principal LeadershipAWSP and its members are a leading voice on statewide

K-12 education issues, including principal leadership. AWSP aims to be the preferred provider of

professional learning opportunities for all members.


4The Diversity Task Force

Formed in 2006, the AWSP Diversity Task Force is an advisory team of practicing principals and assistant principals who aim to: collaborate with organizations and individuals to increase the diversity of the principal population; increase the involvement of minorities in leadership positions of the Association; and infuse the topic of cultural competence into pre-service and in-service training for school leaders.


Contributed articles for each issue of The Principal News.

Continued to meet with the Multicultural Directors Network.

updated the Diversity Task Force Web page on the AWSP Web site regularly with news and resources for cultural competence.

Read Everyday Antiracism: Getting Real about Race in Schools for the Task Force’s 2008-09 book share.

Delivered presentations at professional development events, including the the 2008 Principals’ Conference, the 2009 Assistant Principals’ Leadership Conference and the 2009 WASA/AWSP Summer Conference.

Increased the number of membership records with ethnicity identified to 1,284.

3Diversity and

Cultural Competence

A Support System for Members

In 2008-09, AWSP provided professional guidance and legal support to 47 principals regarding legal issues. This support ranged from answering informational inquiries about instructional practice to responding to more complex concerns over contracts or personnel issues.

AWSP expanded The Principal’s Handbook, the members-only section of www.awsp.org, with additional online resources to help members problem-solve from anywhere, at any time. The Association also launched an AWSP Group Page on Facebook for social-networkers.


Maintained strong membership numbers. Ninety-eight percent of all principals and assistant principals are members of AWSP—one of the highest rates in the nation!

provided principal support for districts facing potential teacher strikes.

added new multimedia components to www.awsp.org, including video, audio and other online features designed to complement the content of The Principal News magazine.

provided research to members on topics including professional development budgets, certification issues, co-curricular programs and principal contracts.

assisted regions with recognition of members who received Association awards or were elected to office.

Maintained strategic partnerships with OSPI, the nine ESDs, and other state and national associations, including WASA, WSSDA, WSPTA, Partnership for Learning, State Board of Education, NASSP and NAESP.

Member Services

“As a new (or even veteran) principal, one is certain to stumble into conversations and communications that are eye-opening. Our children of every color, creed, background and circumstance deserve to have adults in their lives who will go the distance for their success, and who will create and sustain connections with families that instill

hope and a sense of inspiration. This is a challenge in itself, as often our leaders have backgrounds that contrast with the lives of their student populations. To meet this challenge, it is critical that principals learn to suspend assumptions about families and communities on a deep level.”

— Julie perron, ph.D., principal, grant Elementary, spokane ps

“When faced with the difficult task of drafting a parent notification letter about AYP, I contacted the AWSP office for assistance. The staff—always eager to support principals—championed my cause and helped me create a positive, succinct letter, which I sent out the fol-lowing day. AWSP membership encom-

passes more than legal services, professional development and networking; it is the best value of any professional, service or social organization I’ve ever experienced.”

— Dwight Cooper, principal, Reardan Elementary, Reardan-Edwall sD

AWSP strives to be the leading resource for members in need of individualized support and information.

AWSP is committed to becoming a more diverse and culturally competent organization.


Henry Foss HighTacoma PS

[email protected]

AWSP’s Outdoor Education Centers

AWSP is the only principals’ association in the nation that owns and operates two full-time, outdoor education centers: Cispus in Randle and Chewelah Peak in Chewelah.


Completed the reroofing of Alder and Dogwood Dorms at Cispus, along with porch covers financed by a donation from the Cispus Workshop staff.

participated in several statewide initiatives to promote environmental education, including the Washington Green Schools project, “No Child Left Inside” grant program though State Parks and OSPI’s Sustainable Design Project.

Received honorable mention from the Washington State Leadership and Assistance for Science Education Reform (LASER) for contributions to science education.

Finished construction of Chewelah Peak’s Flowery Trail Pavilion, complete with bathroom and Challenge Course storage unit, as well as an outdoor basketball court using funds donated by the Student Leadership program.

Completed a new hiking trail connecting the Gold Pan Trail with the Beaver Creek Trail at Chewelah Peak, using volunteer labor. This trail is shorter with little elevation change, which makes it more accessible for younger stu-dents and those not ready for the steeper trails.

Concluded work on the drainage and curbs for access to Chewelah Peak’s Dorm B (now called La Casa).

Leadership Programs for Students

This year, AWSP served more than 10,000 students, advisers and principals through leadership camps, conferences and workshops.

AWSP provides high-quality student education programs with an emphasis on student leadership.


Increased commitment to providing leadership opportunities for underserved student populations. Enrollment increased at both Deaf Teen Leadership Camp and La Cima, the summer leadership camp for Latino youth.

Expanded adviser training opportunities to include workshops at AWSP’s Chewelah Peak and Cispus Learning Centers, and added a custom coaching workshop to give new advisers and leadership teachers one-on-one support in curriculum development.

Facilitated retreats and workshops tailored to the needs of Gaining Early Awareness and Readiness for Under-graduate Programs (GEAR-UP) grant schools. Participants representing the class of 2011 gained skills in goal setting, self-improvement and group process—all aimed at high school and post-secondary success.

Continued implementation of Raising Student Voice and Participation (RSVP), with more than 130 Washington state schools now trained. RSVP provides a school improvement template based on student leadership. Thanks to the success of RSVP in our state, AWSP was again selected to facilitate national training.

Student Leadership

The mission of the Association of Washington School Principals is to support principals and the principalship in the education of all students.

AWSP • 1021 8th Avenue SE • Olympia, WA • 98501 T: 800.562.6100 F: 360.357.7966 www.awsp.org

“Involvement in AWSP’s student leader-ship programs has allowed my students to view leadership beyond the boundaries of our school and community. Positive, trained, student leaders can change things in a school more quickly than any-thing I can do as a principal. Students have connections and can make things

happen when given the opportunity.”

— steve Quick, principal, Oroville Jr./sr. High, Oroville sD

“Being able to access a four-season, affordable, first-class facility for all kinds of activities is a definite plus. Each year, my student leaders can’t wait to be a part of the summer leadership camp program!”

— Bob shacklett, principal, Okanogan High, Okanogan sD

Outdoor Learning Centers

AWSP provides affordable learning centers to support student achievement.5 6


IF you feel your spirit has deteriorated over the past

year, you are not alone. As administrators, we are

facing discouraging times in education. Budgets have been

slashed, staffs have been cut, resources have been depleted

and our students and

families are reeling from

the economic downturn.

Luckily, we have access to

an endless source of inspi-

ration and hope: students.

In times like these,

when both resources and

morale seem to hang in the

balance, strong student

leadership can be a power-

ful factor in your own

effectiveness as a leader.

As we head into the 2009-10 academic year—my third

year as principal of my alma mater, Henry Foss High in

Tacoma—our school shares the same challenges as many

schools across Washington state. We are looking at the

loss of an assistant principal, a counselor and 11.8 teaching

FTEs. At Foss High, however, the challenges run even deeper.

In January of 2007, the Foss community suffered a

tragic shooting in one of the school’s hallways, which

resulted in the death of one of our students. When I

stepped into the principalship in May 2007, I inherited

the ongoing difficulties that come with a tragedy of such

proportion. I entered a school climate void of student lead-

ership and full of fear, anxiety and uncertainty. “Falcon

Spirit” was dwindling; assemblies had been canceled

due to misbehaviors prior to the tragedy. Through these

difficult times, however, what remained constant was the

strength and courage shown by staff and students.

As a new principal, the question I posed to myself was,

“Where do I begin?” My answer:

1) Conduct assessments of student groups and every staff

member through one-on-one interviews.

2) Develop a strategic plan to build trust and empower

staff and students.

3) Prioritize management duties, structure visibility and

relationship-building.

4) Develop a partnership with the Tacoma Police

Department and Tacoma Public Schools.

5) Analyze and utilize available resources within the

school district and the community.

6) Determine ways to increase student involvement and

Falcon Spirit.

To succeed in these areas, student leadership would be vital.

In March 2009, the anticipation of the criminal trial

for the 2007 shooting, along with the tsunami of the

economic downfall, had a profound effect on the staff,

students and community of Foss High. It was a critical

moment to empower student leadership. Having expe-

rienced a student lock-in as an assistant principal at

Spanaway Lake High, I knew what a structured leadership

opportunity could do for students. The time was right for a

leadership lock-in at Foss High.

Difficult Times Call for

Student Leadership In the face of challenges, leadership is not the sole responsibility of the principal.

Henry Foss HighTacoma PS

[email protected]

Thu Ament

(continued on pg. 31)


JF: Is there a gap between

the way teachers and

students use technology

today and what you envi-

sion as a “Classroom 2.0”

or 21st-century learning

environment?

GM: Huge gap. And

at its core, the gap is

all about pedagogy.

We train teachers to

prepare and deliver

mini-lectures that

speak more to the expert knowledge of the teacher, and

his or her ability to integrate academic standards and

specific elements of curricula, than they do to their

efficacy as a delivery mechanism for learning. The good

news is that most teachers really try to individualize

instruction and bring in whatever will help kids reach

the learning target. But there’s a barrier when it comes

to technology integration. Because integrating the

real-world stuff—globally connected collaborative study,

digital technologies and the Web 2.0 toolkit—takes a lot

more time and preparation. It takes the right teacher

education program plus ongoing training, which is in

short supply. And, of course, all of this must occur while

teachers and school management are struggling with

the Adequate Yearly Progress (AYP) provisions of No

Child Left Behind.

JF: Tell us about your approach to the professional develop-

ment dimension of technology integration. How do you

determine what will work and what you can sustain?

GM: Don’t spend a dime on technology unless you plan

to spend at least 25 percent of it on professional develop-

ment. Start with the best teachers you can find and give

them tools and training. I’ve often found that those who

want the tech stuff aren’t always the best, most respected

users and advocates for technology integration. Here’s the

best possible scenario: Start with great teachers who know

how to bring something new into the learning environ-

ment; they will be your best advocates for tech integration.

Train and outfit the classrooms, then line up a tech team

that you meet with regularly. Set priorities; develop a

three-year strategic plan. Think ahead and think smart

about the stuff you already have and underuse.

The Technology Leader Your School Has Been Waiting For

Surprise: It’s you!

Technology Integration Manager, Educational Technology Department, OSPI

[email protected]

Julia Fallon

PRINCIPAL Glenn Malone leads Wildwood Elementary—a 600-student elementary school in

Puyallup, Washington—with a gusto for technology that puts him on the front

line of the growing movement toward technology-enriched teaching and learning. He’s a blogger (check out his blog,

“Almost Monday,” at almostmonday.blogspot.com), a keen devotee of Flickr, and a regular on Facebook and Ning. He likes

to Skype and gtalk when it’s time for Voice-over-Internet Protocol (VoIP). And, he’s got a customized news feed through

Google News. What advice does this tekkie have for other principals? Author Julia Fallon finds out.


Given our recent struggles, it was important to make

the inaugural lock-in something memorable for staff and

students. The planning committee settled on a Disney

theme to inspire students in the areas of character, team-

work and leadership. Student leaders collaborated with

teachers and administrators to plan the event for primar-

ily freshman, sophomores and juniors, to build capacity

among the ranks. The lock-in, which began at 8 p.m., was

a 12-hour event of workshops, activity rooms, games and

inspirational speakers.

I contributed to the Disney theme by appearing

as Captain Jack Sparrow from the movie Pirates of the

Caribbean during the kick-off. My message to students

that night was: You are all here for a reason. We believe in

you and your leadership potential. Your purpose is to build

on that leadership. You can help spread what you learn

from the lock-in to other students throughout the school.

“Students got to know kids they hadn’t met before. By

the end of the lock-in, they were one group versus small

pockets,” said Steven Lee, ASB vice president and a lead

event coordinator. “I hope it helps spread Falcon Pride

and improves school spirit and community.”

Students plan to make the leadership lock-in an annual

event at Foss High, which means that, every year, we will

offer both a catalyst for uniting students from varying

groups and an environment where they can develop their

leadership skills. With strong student leadership comes a

stronger school, even in the most challenging times.

See an overview of Thu Ament’s

work with student leadership.

Go to The Principal’s Handbook at

www.awsp.org, then click on The Principal

News for a visual account of Ament’s

success at Foss High.

Principals should boost their own productivity with tech-

nology and remove barriers for their staff and students.

We should be powerful promoters of access to real-world

technologies and the Internet. Check out “Leader Talk”

(www.leadertalk.org), an EdWeek site where I and a

growing number of principals and superintendents post

practical ideas and talk about field-level issues. You

can’t miss the keen interest in high-quality instruction

enriched by 21st-century technologies. —Glenn Malone

Delicious (www.delicious.com) is a social bookmarking service. Users tag and save favorite Web pages that they share with others.

Facebook (www.facebook.com) is a social networking site through which users build a community of friends with whom they interact.

Flickr (www.flickr.com) is a photo-sharing site.

Ning (www.ning.com) makes it possible to create your own social network site around personal interests.

Difficult Times Call for Student Leadership(continued from pg. 29)

JF: Do you have a piece of advice for another principal

considering a committed move to 21st-century teaching

and learning?

GM: You can’t wait any longer. Admit your shortcom-

ings and dive in. Start small. Open a Facebook account

and follow it. Create a blog and post something—any-

thing—once a day for a year. Set up a Flickr account

and publish some school pictures. Share a Delicious

account with a colleague and check in with each other

every week. Set up a Google News account and follow

key words that come from district initiatives. I do not

accept the excuse that “I don’t have time.” I don’t have

enough time not to use these tools. Your kids deserve

to have you lead by example. And, it starts with your

own use of the technology.


MOST principals tell us that life-threat-

ening food allergies are on the

rise. Let’s consider peanuts for starters. According to

the Food Allergy Initiative, the number of U.S. children

with peanut allergies doubled between 1997 and 2002.

Studies in the United Kingdom and Canada also showed

a high rate of peanut allergy in school-aged children.

But peanuts aren’t the only problem. Kids can have

serious allergies to products containing eggs, milk,

tree nuts, soy, fish and more. Just this past October, the

Centers for Disease Control and Prevention reported

that in 2007, approximately 3 million U.S. children and

teenagers under age 18 were reported to have a food or

digestive allergy in the past year, compared to just over

2.3 million in 1997.

Teamwork between principals, teachers, parents and

friends is vital to keeping children with food allergies

safe at school. And communication is key to establish-

ing and maintaining this team.

Start with a food allergy policy.Many schools and states have already adopted policies/

guidelines based on best practices.

Experts with the Food Allergy Initiative

(www.faiusa.org) recommend the following key

components for an effective food allergy policy:

•Medical management. Your school should

have an Individualized Health Care Plan and an

Individualized Emergency Care Plan for every stu-

dent with a life-threatening food allergy.

• risk reduction. Guidelines should be in place to

protect food-allergic children from exposure to

allergens during the school day, during before- and

after-school programs.

• communication and implementation. The roles of

parents, staff and students in preventing exposure

to allergens should be clearly defined, and there

should be clear-cut policies and procedures for

reporting life-threatening allergic reactions.

Establish communication and responsibilities early.Whenever possible, the principal and school nurse

should meet with parents of students with severe food

allergies before the first day of school to address con-

cerns and determine the action plan.

To get ready for the meeting, learn from the

School Guidelines for Managing Students with Food

Allergies (www.foodallergy.org/school/guidelines/

SchoolGuidelines.pdf). This document, which was devel-

oped by a consortium of education associations and

allergy experts, defines the responsibilities of the family,

the school and the food-allergic student.

For example, parents should teach the child how to

avoid unsafe foods and recognize allergic reactions.

The child should not trade food with others and not eat

anything with unknown ingredients. School staff should

know about and follow applicable federal laws including

ADA, IDEA, Section 504 and FERPA and any state laws or

district policies that apply.

PR for PrincipalsCommunicating about Food Allergies at School

A healthy partnership with parents goes a long way.

By Carol Mowen, APR, NSPRA Senior Associate

Reprinted with permission from the copyrighted article, “Communicating about Food Allergies at School,” PRincipal Communicator, published by the National School Public Relations Association, 15948 Derwood Rd., Rockville, MD 20855; www.nspra.org; 301.519.0496. No other reprints allowed without written permission from NSPRA.


Use these tips to get started with your action plan for students with food allergies:

• Communicate with a core team about how to

work with the parents and student to establish a

prevention plan. The team should include a school

nurse, counselor, school food service rep and the

school principal.

• Take threats or harassment against an allergic

child seriously.

• Make sure your school’s parent group addresses

allergy-related issues at one of its meetings.

• Include items about food allergies in your school

newsletter and on your Web site.

• Be sure staffers who interact with the student regularly

understand the food allergy, recognize symptoms and

know what to do in an emergency.

Source: School Guidelines for Managing Students

with Food Allergies (available at www.foodallergy.org)

Personal Learning Plans for Principals and Teachers · Business Alliances · Brain-based Learning· Alter-native Assessment Models · Real-World Relevance · Higher Education Partnerships · Celebrate Diversi-ty · Integrated Curriculum · Integrated Assessment · Developing Talented Teachers for Student Success · Integrated Technology · Caring Teachers · Activities/Service Tied to Learning · Youth Service · Families as Partners · Flexible Scheduling · Small Units · Staff, Student, and Parent Collaboration Personal Learn-ing Plans for Principals and Teachers · Business Alliances · Brain-based Learning· Alternative Assess-ment Models · Real-World Relevance · Higher Education Partnerships · Celebrate Diversity · Integrated Curriculum · Integrated Assessment · Developing Talented Teachers for Student Success · Integrated Technology · Caring Teachers · Activities/Service Tied to Learning · Youth Service · Families as Partners · Flexible Scheduling · Small Units · Staff, Student, and Parent Collaboration Personal Learning Plans for Principals and Teachers · Business Alliances · Brain-based Learning· Alternative Assessment Models · Real-World Relevance · Higher Education Partnerships · Celebrate Diversity · Integrated Curriculum · In-tegrated Assessment · Developing Talented Teachers for Student Success · Integrated Technology · Car-ing Teachers · Activities/Service Tied to Learning · Youth Service · Families as Partners · Flexible Sched-uling · Small Units · Staff, Student, and Parent Collaboration · Personal Learning Plans for Principals and Teachers · Business Alliances · Brain-based Learning· Alternative Assessment Models · Real-World Relevance · Higher Education Partnerships · Celebrate Diversity · Integrated Curriculum · Integrated As-sessment · Developing Talented Teachers for Student Success · Integrated Technology · Caring Teach-ers · Activities/Service Tied to Learning · Youth Service · Families as Partners · Flexible Scheduling · Small Units · Staff, Student, and Parent Collaboration · Personal Learning Plans for Principals and Teachers · Business Alliances · Brain-based Learning· Alter-native Assessment Models · Real-World Relevance · Higher Education Partnerships · Celebrate Diversity · Integrated Curriculum · Integrated Assessment · Developing Talented Teachers for Student Success · Integrated Technology · Caring Teachers ·

unleash theExtraordinary NASSP ANNUAL CONVENTION & EXPOSITION MARCH 12–14 • Phoenix, AZ 2010

SAVE THE DATE

Make plans now to join us in Phoenix for the Annual NASSP Convention and Exposition. Discover new approaches for

school improvement and student learning, share best practices with colleagues, and learn about practical new ideas to share with your school leadership team.

www.nasspconvention.org

Be sure to consider the individual needs of each

child and how the school staff might accommodate

those needs. No student is excluded from any activity

(including eating in the cafeteria or participating in

field trips) because of a food allergy.

Use available resources.The Food Allergy and Anaphylaxis Network cre-

ated an extensive tool kit for school principals and

teachers (www.foodallergy.org/school/toolkit.html).

Materials include tips, resources and discussion guides,

such as a customizable “Food Allergy 101” presentation.

The Food Allergy Initiative Web site

(www.faiusa.org) includes a sample letter about

peanut allergies for principals. The site also includes

detailed information about other types of food aller-

gies, tips for food service professionals and resources

for parents.


featuring Steve Mullin

Steve Mullin is president of the Washington Roundtable,

a non-profit, public policy organization comprised of chief

executives representing major private sector employers

throughout Washington state. Members of the Washington

Roundtable engage in and lend their expertise to important

public policy issues, including those related to K-12

education. In September, Steve became a member of the

Washington State Principals’ Education Foundation Board.

honor rollMy hometown is…

Seattle

But the place I like to visit most is…

Anywhere warm and tropical with palm

trees and affordable golf courses.

What was your favorite subject in school?

In high school, history. I majored in

American Studies in college and then got

my master’s at the Evans School of Public

Affairs at the University of Washington.

What makes you interested in education?

From a big-picture perspective, the clear

cause-and-effect relationship between the

quality of our education system and the

future prosperity of our region. From a

micro-perspective, the impact public

education has on individual youth. It is

always motivating to visit schools and meet

students. In the past few weeks I have met

some great young people at Lincoln High

School in Tacoma and Aviation High School

in Highline.

If you could change one thing about schools

in Washington state, what would it be?

Elevate teaching as a profession so that

the best and brightest are rewarded for

their effective efforts to accelerate

student achievement.

Our quarterly profile of educational leadership in Washington state.


What concerns you most about today’s schools?

The inability to act nimbly and innovate to prepare

students to succeed, particularly in math and science.

What excites you the most about today’s schools?

There is increasing traction for the idea that we will

have to buck the status quo in education and do some

things dramatically different to accelerate student

achievement, particularly in math and science.

What issues, education-related and otherwise, are you

most passionate about?

I think I am most passionate about education issues

related to closing the achievement gap. I also care

deeply about improving Washington’s business climate.

I can’t see how we can really make progress long term

on education, transportation or other key issues

without ensuring that Washington is an attractive

place to run a business.

How has your professional work with the Washington

Roundtable influenced your view of education?

Working with our state’s largest employers, I see the

day-to-day struggles of companies that would like to stay

in Washington and hire local residents, but are forced to

look elsewhere due to the lack of qualified candidates. By

2014, 77 percent of new job openings in Washington

state that pay a family wage will be held by workers who

have had education or training beyond high school. This

means that preparing all students to be college- and

work-ready isn’t just a social or moral imperative—it’s an

economic imperative.

Describe a “teachable moment” in your life.

Years ago, I was asked to create a new organization that

eventually became Partnership for Learning. I got lots of

good advice from smart people, but much of it was

conflicting. That paralyzed me at bit. Finally a friend

suggested that I sit down and use my best judgment to

draft a work plan, instead of spending months seeking

consensus from people with very different views. Folks

generally bought off on it. I learned that, as a friend often

says, “in the absence of structure, any structure will do.”

What book or magazine is on your coffee table/

nightstand right now?

Outliers by Malcolm Gladwell. However, the book I am

actually reading is Shantaram. I buy a lot of non-fiction,

but end up reading mostly fiction.

What would you be doing if you were not president

of the Washington Roundtable?

Many years ago I did an interest inventory with a career

counselor. It indicated that I was drawn to social justice

causes. Perhaps I would be running a social service

non-profit.

You will be joining the Washington School Principals’

Education Foundation Board this year. What are you

most looking forward to in this new role?

Learning firsthand about the challenges principals

face. Also getting the chance to work with some really

great people.


Polar Dream By Helen Thayer

Publisher: NewSage Press

(2002)

ISBN: 0-939165-45-7

186 pages

Reviewed by Marilyn Boerke,

Principal, Liberty Middle

School, Camas SD

Polar Dream chronicles the

first solo expedition by a

woman to the Magnetic North

Pole, completed by Helen Thayer (and her dog) in 1988 at

age 50. During her 27-day, 364-mile journey, Thayer faced

sub-zero temperatures, rough and cracking ice, fierce

Arctic storms, frostbite, hunger and menacing polar

bears while pulling a six-foot-long sled loaded with 160

pounds of gear and supplies. With the exception of radio

contact to report her progress, she had no interaction

with humans at all.

Thayer undertook this journey after spending her life

as an outdoor enthusiast and international athletic com-

petitor. Researching for the journey, she was surprised to

find how little information had been written about Arctic

expeditions, so she kept a journal and took photos docu-

menting landscape, wildlife, weather and temperatures

to be shared with students upon her return in a program

entitled “Adventure Classroom.”

Reading of her trek, I paused often to reflect on

parallels with our journey as school administrators. The

Magnetic North Pole cannot be defined as a dot on a map

but is an elusive target in constant motion, sometimes

moving more than a hundred miles in a single day. One

might equate that moving target with educational stan-

dards over which many things exert influence. Another

parallel: Thayer’s eventual realization that trying to con-

trol her surroundings when faced with polar bears and

ice splitting beneath her would drain her energy, leaving

nothing to spare when situations arose over which she

did have control. She acknowledged that, while difficult,

one sometimes needs to give up control and trust one’s

instincts—a lesson we might all take to heart.

Whether confronted by polar bears and ice or students

and staff, preparation, practice and confidence will lead

to success. While we may sometimes feel we are on a solo

expedition, having a support system in place is critical.

Thayer learned to accept what she had and feel grateful

rather than wish she had more. Acceptance and gratitude

allow us to deal with problems and channel energy into

moving ahead. In these sometimes troubling times,

our students deserve our unflagging commitment and

guidance. Onward!

The Element: How Finding Your Passion Changes Everything

By Ken Robinson, Ph.D.,

and Lou Aronica

Publisher: Viking Penguin (2009)

ISBN: 978-0-670-02047-8

274 pages

Reviewed by Diane Ball, Assistant

Principal, Cedarcrest Middle

School, Marysville SD

Author Ken Robinson refers to

“the element” as a point where an individual’s work and

natural strengths come together and result in success.

Book ReportsPolar Dream author Helen Thayer will be a keynote speaker at The AWSP Principals’ Conference, Oct. 18-20, in Yakima. Don’t miss it!


He describes the journey of several individuals, includ-

ing The Simpsons creator Matt Groening, hip-hop poet

Black Ice, professional ballerina and choreographer

Gillian Lynne and musician Mick Fleetwood, as they

achieved success working in their element.

In The Element: How Finding Your Passion

Changes Everything, Robinson identifies sources that

empower individuals to uncover and develop talents.

Among them:

•Mentors in our schools and workplaces who help us

recognize and encourage talents, serve as facilita-

tors and stretch us past our own perceived limits

• Support groups or “tribes” of trust where we are

validated, inspired and challenged to achieve

higher levels of success

• A positive attitude and outlook for life

• Unwavering perseverance and determination

to overcome obstacles

The author also pinpoints challenges that

hinder us from finding our natural talents. Those

challenges include:

• Personal, social and cultural constraints

• The fear of being different

• A narrow definition of intelligence measured by

standardized tests

• An education system that was designed to meet the

needs of the Industrial Revolution and follows

a hierarchy of subjects where creativity ranks low

In schools, Robinson advocates creating classroom

environments that foster creativity, designing diversi-

fied instruction that enables all students to experience

success, and encouraging students to follow their

passions regardless of what the crowd thinks.

This book reminds us of the importance of recog-

nizing multiple intelligences, supporting individual

growth and developing creative problem-solving skills

through effective instruction to prepare students to

meet the challenges of the workplace of tomorrow.

The Leader In Me: How Schools and Parents Around the World Are Inspiring Greatness, One Child at a Time

By Stephen Covey

Publisher: Free Press (2008)

ISBN: 987-1-4391-0326-5

248 pages

Reviewed by Sue Lennick, Principal,

University Elementary,

Central Valley SD

“We only get one chance to prepare our

students for a future that none of us can possibly predict. What

are we going to do with that one chance?”

The Leader In Me provides an inspiring model for teaching

personal leadership to all ages—even students as young as five

years old. It is based on a well-structured framework that follows

author Stephen Covey’s leadership philosophy. The book shares

successes that actual schools have had incorporating Covey’s 7

Habits of Highly Effective People into their curricula. The posi-

tive results documented by these schools include an increase in

student achievement, a decrease in student discipline problems,

a major shift in student attitudes and behaviors, and more posi-

tive approaches to problem solving and student engagement.

Capturing how “the seven habits” can be a part of any school

culture, The Leader in Me is designed to be integrated into a

school’s core curriculum and everyday language—thereby avoid-

ing the mindset that it is just “one more thing” teachers and

administrators have to do. Covey offers thorough step-by-step

guidelines of how schools have implemented the leadership

program. (With its focus on increasing parental involvement,

the parent piece was exceptionally appealing for me.) To comple-

ment the book’s program, Covey provides a wealth of doable

ideas and accessible resources—lessons, visuals and a Web site.

The “Leader in Me” program is capable of supplementing an

existing character education program or standing on its own.

I believe this book has great potential in assisting principals,

teachers, students and parents to better prepare our young

people for leadership in the 21st century. The Leader In Me dem-

onstrates how Covey’s ageless life principles can have a profound

impact on every facet of life, and provides compelling evidence

that one is never too young or too old to become a real leader.


The Leader in Meby Stephen R. Covey

Polar Dreamby Helen Thayer

The Element by Ken Robinson

Pioneer ElementaryAuburn SD

[email protected]


AT some point, every leader faces it: A crisis

brought on by what appears to be an “unsolvable

problem” of opposing personalities, perspectives or ideas.

Are you facing an unsolvable problem, even as your

staff and students are celebrating a great achievement

in your school? If you have been moving either slowly or

rapidly toward improvement and you find yourself in the

new territory of breakthrough results, the unexpected

side effect may be disharmony among the very people who

have journeyed with you

to this new and foreign

place called “success.”

The stakes suddenly

become very high as

each player steps up to

own the achievement and

his or her role in it.

At Pioneer Elementary

in the Auburn School

District, we faced a crisis

as we broke through

the barriers of poverty

(average 70 percent),

mobility (average 30 percent) and English language learn-

ers (average 35 percent) to close the achievement gap in

reading on the 4th grade WASL. As the staff recognized

the need to be “on the same page,” we strove to achieve a

clearer vision and more cooperation. Our work, however,

generated a conflict we had not anticipated—a conflict

revolving around the challenges of reduced autonomy and

the consequences of performance-based accountability. If

not addressed, these issues had the potential to create an

unsolvable problem.

After grappling with this conflict, we consulted with The

Center for Courage and Renewal (www.couragerenewal.org)

and learned about “polarity management,” a remarkable

tool for any organization facing the forces of change.

Think of polarity management this way: On any given

team, there will be a variety of talents coexisting and

continuously balancing against one another. It is like an

old-fashioned teeter-totter where one person pushes off

the ground as the other person releases and comes down

from their high vantage point. Sometimes they meet in

the middle in perfect balance, but then the see-saw begins

again as one side rides high and the other rides low. What

fun would it be to remain stationary? The exhilaration

comes in part from the movement caused by the person

pushing off on the opposite end from you.

Barry Johnson’s book, Polarity Management:

Identifying and Managing Unsolvable Problems, pro-

vides a framework for effective polarity management.

In this book, Johnson clearly lays out the early warning

signs of imbalance in an organization as well as the

action steps needed to correct problematic language.

This framework gave me, as the leader, the neutral and

immediately applicable device of polarity management

to work through our issues.

Using this device, the Pioneer Elementary staff agreed

on the key polarities that would move things forward:

• Holding a common vision and making room for

respectful disagreement

• Centralized decision making and collaborative

decision making

• Focusing on tasks and strengthening relationships

• Challenge (expecting people to improve) and support

(honoring and celebrating what’s good now)

As a team, we learned to distinguish between a conflict

to solve and a conflict to manage. We identified the pat-

terns that led to solutions. And, together, we came to

appreciate the exhilaration of success, from either side

of the teeter-totter.

Managing the

‘Unsolvable Problem’ Polarity management helps leaders make the most of the see-saw effect.

Pioneer ElementaryAuburn SD

[email protected]

Debra Gary

Marvista ElementaryHighline SD

[email protected]


IN the Highline School District, we have worked to

create a cultural competency vision that meets

the needs of all students and staff:

“Cultural competency is the willingness and ability

of every individual within the Highline educational

system to become aware of one’s cultural identity, to

embrace the knowledge of other cultures and infuse

this awareness at all levels of the educational system

in order to improve the quality of education.”

The journey toward this three- to five-year vision

began with the belief that cultural competency must start

with the administra-

tive team empowering

district leaders with the

training, self-awareness

and tools to support

critical work at the build-

ing level. Driven by this

belief, the administrative

team took an assessment

to determine the needs of

our district and the areas

requiring the most focus.

As a team, administra-

tors launched into their

self-awareness work with a book study based on Beverly

Tatum’s Why Are All the Black Kids Sitting Together in

the Cafeteria?

During the first year, our trainings focused on white

privilege, stereotypes and ways our students perceive their

educational experience. The following year, we built upon

our awareness by increasing our knowledge of the commu-

nities in which we work. Members of Latino, East African,

African-American, Native American and low-income com-

munities participated in presentations and student and

parent panel discussions.

While administrators were being trained, our staff

members were bringing this work into their own build-

ings. At Marvista Elementary, we focused on increasing

our relevance to the school community. At first, we

partnered with another local school for trainings. As the

significance of this work evolved, we created a cultural

competency committee to plan our own staff trainings. In

our most recent work, we sought to gain more perspectives

from parents of our students of color. We hosted a parent

panel, during which staff listened and interacted as par-

ents shared their family’s passion for education.

After the panel, staff had an opportunity to share their

feelings. The summative feeling was that all parents value

the same things for our children: respect and a good edu-

cation. The task before us is to determine how we give our

students an accessible and quality education as we work

to understand their learning styles and how we differenti-

ate instruction to meet the changing and varying needs in

each classroom.

Our goals for the upcoming school year include becom-

ing more aware of cultural norms so staff will be better

equipped for dealing with student and family communica-

tions. Additionally, we plan to do more research to gauge

parents’ perception of our treatment of minorities as well

as parents’ comfort level in the school setting at science

fairs, PTSA meetings and other family events. As a school

and district, we will focus on infusing this work into how

we design instruction. We will work toward understand-

ing the culture and learning style of each student while

maintaining high expectations for all students.

As we continue our work in creating a system of

accountability, we will keep a lens on cultural competency

across all content areas.

Cultural Competency: It Takes a Village

In one school, parents are helping put the district’s vision into action.

Marvista ElementaryHighline SD

[email protected]

Rebekah Kim

On July 7, 2009, an article in The Seattle Times noted that, in seven Seattle-area school districts, the majority of

the student body is made up of ethnic minorities. In this article, AWSP Diversity Task Force member Rebekah Kim

shares how one of those districts is addressing this issue with its administrators, teachers and staff.


Board HighlightsJune 2009

Association of Washington School Principals Board minutes were approved for the April 23, 2009 meeting.

• The Board accepted Dave Balcom’s resignation from

the position of president-elect due to his upcoming

transfer to the district office.

• The Board approved a motion to accept the WASSP

nomination of Phil Brockman as AWSP president for

2009-10. The Board then approved a motion to accept

the AWMLP nomination of John Westerman as AWSP

president-elect for 2009-10. The new officers will begin

their terms July 1.

• The Board passed a motion to approve a one-year

extension (to 2011) for the contract of Gary Kipp as

AWSP executive director.

• Maury Nollette, AWSP’s financial advisor, provided the

annual review of the AWSP investment accounts. The

Board passed a motion to approve a change in bond

fund management.

• The Board heard a status report on the AWSP budget

as of May 31, 2009.

• The Board passed a motion to accept the proposed

2009-10 budget on an interim basis, with final approv-

al to take place at the fall meeting, Sept. 24.

• Liaisons to the State Board of Education and OSPI

reported on current events and projects.

Goal 1: Advocacy

• The Board received an update on the AWSP legisla-

tive platform. Highlights were provided on legislation

passed during the 2009 session that affects education

and AWSP programs.

• The AWSP Torch of Leadership Award will be present-

ed to Sen. Rodney Tom (D), 48th Legislative District.

Goal 3: Member Services

• Total membership as of June 3, 2009 was 3,456. It is

anticipated that next year will usher in a decrease in

membership due to positions being eliminated.

• It was reported that the AWSP receptionist was laid off

due to budget reductions.

• The Communications and Business Partnership

Report was provided for April-June 2009.

• The Board passed a motion to revise the AWSP

Conflict of Interest Policy G-1 to add the statement:

“This policy is to be annually reviewed with the

Board of Directors.”

VEBA Update

• Dave Bouge, AWSP representative to the VEBA Board

of Trustees for seven years, was thanked for his

service; Gordon Grassi will be his replacement. Paula

Bond is the other AWSP representative to the board.

• The VEBA Trust State Report was presented. It was

reported Meritain Health will be the new third-party

administrator as of July 1, 2009.

AWSP Board Direction for 2009-10

• Board members provided input for review and discus-

sion at the annual executive leadership planning

session in August.

Next AWSP Board meeting

Thursday, September 24, 2009

Renaissance Seattle Hotel


Washington School Principals’ Education FoundationBoard minutes were approved for the April 24, 2009 meeting.

• The Board received the budget report as of May 31,

2009 for The Principal Leadership Center and

approved a motion to accept an amended budget for

2009 as presented.

• Budget reports to date were provided for the Student

Leadership program and the Cispus and Chewelah

Peak Learning Centers.

Goal 2: Principal Leadership

• Program updates were provided for the:

State-Funded Principal Internship program

Principal certification program

Principal assessor-mentor program (state funding

was eliminated)

Leadership coaching services

AWSP partnership with OSPI on the School

Improvement Assistance program

New Principals’ and Assistant Principals’ Workshop

Principals’ Summer Leadership Retreat

Washington State Leadership Academy

Goal 5: Student Leadership Programs

• The Board received a summary of Student Leadership

programs and activities.

• It was reported Susan Fortin conducted a “train the

trainer” RSVP workshop at the National Association of

Student Councils Conference in Denver. The state del-

egation to the conference was the smallest in 18 years.

Goal 6: Outdoor Learning Centers

• Highlights of recent activities were provided for

Cispus Learning Center. It was reported some larger

school districts will not be participating in the com-

ing year due to budget reductions.

• Chewelah Peak Learning Center activities were high-

lighted. Work continues on construction and landscap-

ing. As part of an annual training exercise, a group of

firefighters built a new trail at CPLC.

• Washington will likely be a pilot state for the National

Board Certification for Principals, and 13 active princi-

pals have been invited to help develop this program.

• Charlene Milota will replace Colleen Nelson in the

board position of an AWSP past president. Colleen was

thanked for her two years of service on the Board.

• John Pehrson was honored for his service to the

Association. He was the first non-principal to join the

Foundation Board. He also facilitated the development

of AWSP’s strategic plan.

Next WSPEF Board meeting:

Friday, September 25, 2009

Renaissance Seattle Hotel

For the April 2009 Board Report,

please visit The Principal’s

Handbook at www.awsp.org, then

click on The Principal News.


Component NewsThe AWSP component boards meet quarterly during the school year to discuss issues related to elementary, middle and high school instruction. Check the AWSP Web site if you are interested in attending a meeting, or contact the AWSP office for further information.

Elementary School Principals Association of Washington (ESPAW)

• The ESPAW executive committee members for 2009-10 are:

Jill Massa, president; principal, Warden Elementary,

Warden SD

Jim rudsit, past president; principal, Purdy

Elementary, Peninsula SD

rex larson, president-elect; principal, Gause

Elementary, Washougal SD

Brian Pickard, treasurer; principal, South Colby

Elementary, South Kitsap SD

Sherry adams, East Side vice president; principal,

Cottonwood Elementary, West Valley SD

Marcia Boyd, West Side vice president; John Rogers

Elementary, Seattle SD

dwight cooper, NAESP representative; principal,

Reardan Elementary, Reardan-Edwall SD

Karen reid, AWSP representative; principal, Serene

Lake Elementary, Mukilteo SD

• ESPAW’s focus for the 2009-10 school year is “leader-

ship in difficult times.” As a part of that focus, the

board will:

Participate in a book study of Ten Traits of Highly

Effective Teachers: How to Hire, Coach and Mentor

Successful Teachers by Elaine McEwan.

Address and discuss the topic of facilitating effec-

tive staff meetings and professional development at

each board meeting.

Explore stress reduction for principals with guest

speakers and activities at board meetings through-

out the year.

• Election of new officers for the ESPAW board will take

place in the fall.

• The ESPAW Resource Committee, led by lynn Jorgen-

son, principal, Breidabilk Elementary, North Kitsap

SD, and Jennifer rose, principal, Medina Elementary,

Bellevue SD, will focus on creating math resources for

principals across the state.

Association of Washington Middle Level Principals (AWMLP)• The AWMLP executive committee members for 2009-10 are:

John Westerman, president; principal, Eastmont

Junior High, Eastmont SD

Karen Owen, past president; principal, Nisqually

Middle, North Thurston PS

randy Heath, president-elect; principal, Coweeman

Middle, Kelso SD

dave Bouge, vice president; principal, Bowdish

Middle, Central Valley SD

diane Otterby, AWSP three-year representative;

assistant principal, Poulsbo Middle, North Kitsap SD

Marilyn Boerke, NASSP coordinator; principal,

Liberty Middle, Camas SD

diane Ball, director representative; assistant

principal, Cedarcrest Middle, Marysville SD

• New members who joined the AWMLP Board in

2008-09 include:

Marilyn Boerke, St. Helens regional director;

principal, Liberty Middle, Camas SD

Sheila Gerrish, Sno-Isle regional director;

principal, Cedarcrest Middle, Marysville SD

derek Forbes, Northwest regional director;

principal, Mount Baker Junior High, Mount Baker SD

Whitney Meissner, Olympic regional director;

principal, Chimacum Middle/High, Chimacum SD

Tim Gordon, Kingco North regional director;

principal, Kenmore Junior High, Northshore SD

Kim Whitworth, Seattle regional director;

principal, Eckstein Middle, Seattle PS

• The AWMLP Board of Directors will focus its profes-

sional development activities on a group reading of

Fair Isn’t Always Equal: Assessing and Grading in the

Differentiated Classroom by Rick Wormeli, delving

into the latest research and common sense thinking

that teachers and administrators seek when it comes

to assessment and grading in differentiated classes.

• AWMLP President John Westerman, President-elect

randy Heath and NASSP Coordinator Marilyn Boerke

attended the NASSP/NAESP National Leaders’ Confer-


ence in Washington, D.C. in July and spoke with mem-

bers of the Washington state congressional delegation

regarding key issues that impact the principalship.

• Outstanding middle level principals and assistant

principals are recognized annually in each of AWMLP’s

15 regions statewide. The 2008-09 Regional Principals

and Assistant Principals of the Year will be recognized

at the AWMLP luncheon during the 2009 AWSP Princi-

pals’ Conference in Yakima. AWMLP regional directors

coordinate selection of the Regional Distinguished Prin-

cipals and Regional Distinguished Assistant Principals

using a process determined by each individual region. If

you are interested in nominating a colleague for recogni-

tion, please contact the regional director for your area.

Questions? Call the AWSP office (800.562.6100) for ad-

ditional information.

Washington Association of Secondary School Principals (WASSP) • The WASSP executive committee members for 2009-10 are:

Jennifer Shaw, president; principal, Franklin Pierce

High, Franklin Pierce SD

Phil Brockman, past president; principal, Ballard

High, Seattle PS

carole Meyer, president-elect; principal, John R.

Rogers High, Spokane PS

Ken Schutz, NASSP coordinator; principal, Odessa

High, Odessa SD

nancy Faaren, AWSP three-year representative;

principal, Capital High, Olympia SD

Mark Marshall, at-large representative; Thomas

Jefferson High, Federal Way PS

• Jennifer Shaw, principal, Franklin Pierce High, Frank-

lin Pierce SD, and Ken Schutz, principal, Odessa High,

Odessa SD, attended the NASSP/NAESP National Lead-

ers’ Conference in Washington, D.C. in July.

• The WASSP Rep Council has spent a significant amount

of time studying and providing input to the State Board

of Education on CORE 24. Regional high school principals

have been invited to attend the Rep Council professional

development sessions on CORE 24.

• Last year, the WASSP Rep Council read Robert Marzano’s

School Leadership that Works: From Research to Results

and attended a June McREL workshop on balanced leader-

ship to help principals develop their leadership skills.

• The WASSP Rep Council thanks the following individuals:

For completing his term as NASSP Region 7 director:

Jeff Miller, principal, East Valley High, East Valley-

Spokane SD

For completing his term as Rep Council at-large represen-

tative: Ted Howard, principal, Garfield High, Seattle PS

For completing their terms as league representatives

to the Rep Council:

– Beth daneker, principal, Lake Quinault High, Pacific 1B

– Karen larsen, principal, White Pass Junior/Senior

High, Central 2B

– Kristine Brynildsen-Smith, principal,

Archbishop Murphy High, Cascade 1A/2A

– Mark Marney, principal, Eastmont High,

Columbia Basin 3A/4A

– Kevin lusk, principal, Prosser High, CWAC 2A

– aaron leavell, principal, Bremerton High,

Olympia 2A/3A

– John Polm, principal, Jenkins High,

Great Northern 1A

Algebraic Thinking (AT) provides comprehensive and ongoing professional development with on grade level middle school mathematics instruction. The goal is to raise the achievements and confidence of students who have struggled in mathematics to become highly competitive in mathematics.

The Key Elements to Mathematics Success (KEMS) is a combination of supplemental lessons and professional development designed to enhance student understanding of concepts that are essential to 6th and 7th grade mathematics.

The Key Elements to Algebra Success (KEAS) is a set of supplemental lessons reinforced by professional development, designed to enhance student understanding of essential algebra concepts.

The Key Elements to Classroom Management Success (KECMS) is a workshop focused on maximizing student performance through motivation, respect, discipline and organization. This interactive one or two day workshop supports teachers in managing their classes by focusing on areas including classroom characteristics, psychology of the struggling learner, rules and procedures, time management and planning.


FROM THE awsp ExECuTIvE DIRECTOR

Quotes and QuestionsAS usual , my verbosity got away from me, leaving my managing editor the task of paring down my original

5,000 words to a mere 500. Here’s what was left—some quotes and questions for you to consider.

“Educators equate professionalism with autonomy—getting to use their own judgment, to exercise discretion, to determine

the conditions of their own work in classrooms and schools. In fact, professionalism outside of education is exactly the

opposite of this definition. Professionals gain their social authority not be exercising autonomy, but by subscribing to an

externally validated body of knowledge, by agreeing to have their discretion limited by that knowledge, and by facing

sanctions if they operate outside that body of knowledge.” —richard elmore

If principals are to work with their teachers to help them redefine professionalism in teaching and understand the “externally

validated body of knowledge,” when will they do that?

“If the threat of death does not motivate people who are ill, what on earth is going to moti-

vate teachers to change? The answer has to be deep engagement with other colleagues and

with mentors in exploring, refining and improving their practice as well as setting up an

environment in which this not only can happen but is encouraged, rewarded and pressed

to happen.” —Michael Fullan

The Seahawks had hundreds of hours together for “deep engagement with other colleagues”

prior to their first game on Sept. 13. How many hours did you have with your teachers before

the first day of school?

“It is not national legislation demanding that all students learn or the adoption of rigorous

standards that will transform schools. In fact, in many schools the effort to raise stan-

dards and have tougher high-stakes assessments will not contribute to the creation of

a stretch culture, but will instead contribute to a culture of learned hopelessness for

students and staff alike. In other schools the standards movement will be used as a catalyst to help students achieve at

higher levels. The staff of some schools will look for external solutions, waiting for the state to change legislation, the

district to provide more resources, or the parents to send more capable students to their schools. They will look out the

window for solutions. In other schools the staff will work together collaboratively to develop their collective capacity to

meet the needs of their students. They will look in the mirror for solutions. Ultimately, what will make the difference is

not the standards themselves, but the self-efficacy of the staff—their belief that it is within their sphere of influence to

impact student achievement in a positive way.” —richard duFour

What does it say about our system that some districts can find no other time to devote to building collective self-efficacy than

to take it out of the precious few school days we set aside for learning in our country?

“Quality teaching requires strong professional learning communities. Collegial interchange, not isolation, must become

the norm for teachers. Communities of learning can no longer be considered utopian; they must become the building blocks

that establish a new foundation for American schools.” —national commission on Teaching, 2003

As our legislators and the Quality Education Council enact ESHB 2261 to redefine basic education, will they pay attention to this

statement? How can we establish collaboration as a “building block” for America’s schools if no time is budgeted for it in

what the state considers “basic education”?

Executive DirectorAWSP

[email protected]

Gary Kipp

More online! Hear Gary Kipp’s thoughts on these and other quotes and questions!

Go to The Principal’s Handbook at www.awsp.org, then click on The Principal News.

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