In this episode, Larissa interviews Joel Addis, an elementary school principal, about his experiences and strategies for managing the busy role of a school leader. They discuss the misconceptions and how the role of a principal is different than he expected. Joel emphasizes the importance of being instructionally focused. In this conversation, Joel Addis discusses the importance of time tracking and intentionality in school leadership. He shares how using the SAM process (Strategic Action Model) has helped him prioritize and maximize his time as a school leader. He also highlights the importance of being present and engaged with staff and students, as well as the value of distributive leadership. Overall, the conversation explores how effective time management and intentional leadership can positively impact school culture and student outcomes.

Resources:

Principal Leadership Article

Leader Protocol Guide for Buy-In

National SAM Organization

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Takeaways:

• The role of a school principal often comes with many responsibilities that are related to managing the day-to-day operations of a school, which can overshadow the instructional aspect of education.
• Being instructionally focused is crucial for principals, as there is a direct correlation between principals who spend a majority of their time on instructional activities and student achievement.
• By tracking and reflecting on how time is spent, principals can make adjustments to ensure that they are effectively prioritizing instructional activities. Time tracking and intentionality are crucial for effective school leadership.
• Distributive leadership eases the burden on leaders and empowers the team.
• Effective time management and intentional leadership can positively impact student outcomes.

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Dr. Avis Williams, superintendent of NOLA Public Schools, discusses the district's initiative to address the mental health crisis among students. The district has implemented the 'mental minute' practice, which encourages students and staff to take a minute each day to engage in activities that promote mental well-being, such as reading, journaling, and breathing exercises. Dr. Williams emphasizes the importance of listening to students, using data to guide decision-making, and getting commitment from leaders to prioritize mental health in schools.

Resources:

Mental Health Article

Mental Health Webinar

SEL Guide

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Takeaways

• Implementing small, digestible practices like the 'mental minute' can help normalize conversations about mental health and make it more feasible for students and staff to engage in self-care.
• Partnerships with community organizations, such as Children's Hospital, can provide additional resources and support for mental health initiatives in schools.
• Listening to students and using data to guide decision-making are essential in addressing the mental health needs of students.
• Getting commitment from leaders and involving stakeholders in the planning and implementation process is crucial for the success of mental health initiatives in schools.

Learn more about MTSS and Branching Minds by visiting Branching Minds Website or Sign up for our weekly Newsletter on all things MTSS. Don’t forget to follow and connect with us on Twitter, Facebook or LinkedIn @BranchingMinds.

In this conversation, Larissa and Britt Shurley discuss the misunderstandings and challenges surrounding MTSS (Multi-Tiered System of Supports) and special education. They emphasize the importance of using language of inclusivity and ensuring that all students have access to differentiated supports. They also discuss the role of MTSS in the referral process and how it can help identify students who need additional support. They address the frustration and emotions that can arise in these situations and provide strategies for leaders to support their staff. Overall, they highlight the collaborative nature of MTSS and special education and the importance of making informed decisions for students.

Resources:

Special Ed Article

Special Ed/MTSS Guide

MTSS Mini Summit 2024

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Takeaways

• Using language of inclusivity is important when discussing MTSS and special education
• MTSS can help identify students who need additional support
• Leaders should provide solutions and resources to support teachers
• MTSS and special education are collaborative by design
• Teachers should not feel solely responsible for providing all supports
• Services and supports should have an entrance and exit plan

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