Start the process of looking for those things that must oc-cur in every classroom, every day, all of the time. Draft and look for 3-5 “non-negotiables” during walk-throughs, and as the faculty embeds them in practice, add 1-2 more as necessary.

The school principal carries

the standard of excellence

that draws everyone in the

school to greater performance

and higher achievement. If

we pair a principal’s willing-

ness to be responsible for

excellence with research on

what good teaching and learn-

ing should look and sound

like, definitions of “non-

negotiables” become clear.

The first step in drafting this

list of “non-negotiables” is to

review the data – both cogni-

tive and non-cognitive – to

determine what must happen

to close the gaps between

current reality and the goals

you have for students. Much

of this work occurs during the

creation of a SIP, so it may be

helpful to get started early.

The next step may be your

own leadership preferences.

For example, I expected

teachers to greet students at

the door, doing that wonderful

stance that only teachers can

do. They watch the hallway,

watch their classroom and

make contact with kids all at

the same time. I also wanted

the teacher to dismiss class at

the end of a lesson rather

than letting students leave

when the bell rang.

Other instructional issues are

“non-negotiables” based on

the research of effective in-

structional practice and de-

scribed in our own TPGES,

Student Growth Goals or

KCAS.

If a teacher persistently vio-

lates a “non-negotiable”, the

principal can bring about a

conference of corrective ac-

tion that can assist the violator

in improving performance.

What Are Your “Non-Negotiables?”

I N S I D E

T H I S I S S U E :

Non-

negotiables 1

Day I Dress

Rehearsal 2

Padagogy

Wheel V3.0 2

Communica-

tion 3

PGES

Webpages 3

KPC and

Sponsors 3

Join TPN 4

The Principals Network A U G U S T 2 0 1 4 V O L U M E 2 1

P O I N T S T O

P O N D E R

F R O M J O H N

H A T T I E I N

V I S I B L E

L E A R N I N G

A student’s

high expecta-

tions for his or

her own

achievement

can bring as

much as three

years growth in

one.

Retention has a

negative effect

on student

growth.

A teacher who

has credibility

with his or her

students can

double what a

kid can learn in

one year.

Sample  Non‐nego ables 

Each interac on between teacher and students is based on a founda on of caring and respect.

All lessons draw specific and congruent connec ons to KCAS by the teacher’s having posted Learning Targets stated in stu‐dent‐friendly language. (I can … statements).

The teacher displays cri cal content and/or skill related vo‐cabulary through word walls or other successful measures.

The teacher assists students in comprehending and using con‐tent vocabulary.

The lesson plan has clear goals and a descrip on of how the teacher will implement forma‐

ve assessment to inform in‐struc onal prac ce.

By Sue A. Davis, KEDC—Reprinted by request from TPN, Sept 2013, Volume 11

P A G E 2

Paul Bambrick-

Santoyo

Build a Meaningful Student Culture from Day One In the May 2014 Phi Delta Kappan, Paul Bambrick-Santoyo advises school leaders to gather faculty and staff prior to students’ arrival so they can go through a “dress rehearsal” of the first day of school. “The goal of this annual exercise is to lay the groundwork of a strong student culture — one that will nourish both student intellect and student character throughout the year.”

Routines allow us to accom-plish the most basic interac-

tions we have with other members of our school com-munity — including and pri-marily our students.

Yet our routines can only ac-complish this efficiency if one characteristic is present: con-sistency.

Hence, the dress rehearsal takes place.

Of course, there will be a great deal of teasing and laugh-ing among the adults as they go about this seemingly redundant activity. (After all, they have

opened school in previous years and may not see the need for rehearsal).

But as with all buildings, strength comes from the un-seen “infrastructure” that sup-ports them.

The unseen yet consistent routines that adults and stu-dents follow in a school pro-vide for a culture of purpose and achievement.

Safe and orderly schools with high expectations don’t happen by chance.

T H E P R I N C I P A L S N E T W O R K

“When routines run smoothly, you earn back untold time for adding fractions, analyzing

Shakespearean themes, or looking at plant cells under a microscope.”

During the school year, KEDC‐TPN draws your a en on to “new” applica ons that can make a principal’s job easier or 

more interes ng.  We do not expect you to be able to read the circular chart below that is based on the Revised 

Bloom’s Taxonomy.  It includes apps that students and teachers can use to reach rigor.  Just google “The Padagogy 

Wheel V3.0”  and “The Puzzle of Mo va on.”  And be sure to thank Dr. Allan Carrington of Adelaide, Australia. 

They’re Back!!! How Do You Communicate? P A G E 3 V O L U M E 2 1

Principals spend over seventy-five percent of their time communicating with their staff, superiors, students and families.

Therefore, it is essential that the verbal, vocal and visual components of their com-munication deliver a consistent message. Those leaders who have developed the ability to communicate effectively will earn the respect and admiration of their staff and community.

Here are a few reminders about how to make this happen.

First, make good eye contact, but realize that eye contact isn’t enough. It must be more than a fleeting glance. In “Communication Skills for Leaders,” Bert

Decker writes that normal eye communication should be from 5-15 seconds. To individuals in a group, it should be 4-5 seconds. Look directly at the person as you are speaking to them and avoid the darting eyes (A frequent malady for principals who are watching kids in the hallway or on the playground). If the time is inappropri-ate for one-to-one communication, quietly ask for a time when you can talk more intensively.

Second on the list, of course, is active listening. Observe non-verbal cues — gestures, facial ex-pressions and changes in posture. At different points in the conversation, restate what the individual has said or ask a probing question for clarification.

A third component of good communication between a leader and others is to use vocal

variety. You can motivate and inspire your staff with your oral communication skills. When speaking at meetings and presenta-tions, use your voice to transmit your energy and enthusiasm. Refrain from reading a pre-pared speech or PowerPoint Slides.

Use notes and outlines that force your mind to select words spontaneously. You will be more active, animated and natural.

Observation and Student Voice. The new struc-ture enables teachers to easily navigate the site and find the information that is important to them. The PGES main page is accessible via the logo on the right side of the KDE homepage or through the Teachers/Leaders drop down menu

The June 2013 Instructional Sup-port Network Newsletter reminds us that KDE has reorganized the webpages for the Professional Growth and Effectiveness System. There is a more streamlined expe-rience where the PGES main page contains links to many other pages that provide an overview of the system.

Each page has information about important aspects of PGES such as Student Growth, Self-Reflection and Professional Growth Planning,

PGES Webpages “If you make it plain that you like

people, it’s hard for them to resist

liking you back.” — Lois McMaster

Bujold

Let KEDC Help You Spend Wisely:

Contact www.kybuy.org

For Kentucky’s educators, purchasing school supplies through KPC provides savings of precious instructional dollars.

So many times, a teacher or coach fills out a P.O. or orders something on line that they could buy for a lesser amount simply by taking advantage of their district’s membership in KPC.

Visit the website and its bid lists, or

call 1-800-737-0204 or 1-606-928-0205.

KEDC  

Corporate  

Sponsors 

Kentucky 

Purchasing 

Coopera ve 

Office on the last Tuesday of the month.

Featured topics throughout the year included the principal’s role in CIITS, school budget and the Red Book, TPGES Updates including Student Growth Goals and Leadership Studies by John Maxwell and Jim Collins.

Guest speakers are recruited from across the state for their expertise about topics of interest to the princi-pal members.

Principal requests guide the agenda for each meeting while a KEDC staff member facilitates.

Of continued interest for this year will be the PGES, Kentucky’s Com-mon Academic Standards, Program Reviews, and day-to-day management of a school.

Even so, the greatest professional

In 2013, the KEDC Board of Directors (comprised of local superin-tendents) rec-ognized a growing need for “principal specific” growth oppor-tunities that highlighted the

unique demands of the job. The first cadre began in January 2013.

In school year 2013-2014, The Princi-pals Network sponsored two cohorts for the convenience of its members.

One cohort met in Lexington at the KEDC office, generally on the 2nd Wednesday of the Month. The other cohort met at the KEDC Ashland

growth comes from conversations and networking that principals have with each other.

To join The Principals Network, simply follow these steps:

1. Contact Sue Davis or Donetta Trimble at KEDC, 606-928-0205 or by email at sue.davis@kedc.org and /or Donetta.trimble@kedc.org.

2. One of these individuals will send a brochure with costs and meeting dates.

3. Fill out a Purchase Order for KEDC—The Principals Network and we will process the rest.

Cost for the eight meetings through-out the school year is $400.00

904 W. Rose Road,

Ashland, KY, 41102

606-928-0205

or

118 James Court, Suite 60

Lexington, KY, 40505

859-255-6411

E-mail: sue.davis@kedc.org

donetta.trimble@kedc.org

ISLN, September 9, 2014 — KEDC Ashland

The Principals Network, September 10, 2014 — KEDC

Lexington Cohort

Professional Development Coordinators, September

11, 2014—KEDC Lexington

KEDC Board of Directors, September 17-18, 2014 —

KEDC Lexington

C3 Framework (Social Studies Network), September

19, 2014 — KEDC Ashland

Kentucky Continuous Improvement Summit — Sep-

tember 22, 2014 — Lexington

Science Network, September 24, 2014 — KEDC Ash-

land

The Principals Network, September 30, 2014—KEDC

Ashland Cohort

Leadership and Instructional

Support Team

Join The Principals Network

Your Trusted Partner in Education.

www.kedc.org