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2016 Concurrent Roundtable Discussions

National Association for Elementary School Principals (NAESP)

I Didn’t Pick These People!  How to Work With Difficult Staff Members

In this session designed for current and aspiring principals, two veteran principals with a combined 40 years of administrative experience reflect on how challenging it is to work with difficult staff members who possess character traits that are contrary to what research says about effective educators.  In order to increase student achievement in our schools, principals must monitor instruction and provide effective instructional feedback.  This process is hindered when you spend too much time with difficult staff members. In this lively session, you will walk away with strategies for dealing with many personality types so that your school can create effective teams and maintain a positive culture. Time will be allocated to answer questions and respond to audience scenarios.

Sustainable Leadership for “Tomorrow’s Schools” Today

As school and system leaders effect school-wide changes that result in improved student achievement, behavior, and social-emotional growth, they must plan strategies and supports to ensure that progress is not short-lived. This interactive session, led by a veteran principal with over 30 years of experience leading a variety of change efforts, is designed for school and system leaders and aspiring leaders. We will review guiding principles from the research while allowing time for participants to reflect, share, and learn from their peers. You will leave with strategies to take back to your school that will ensure enduring impact and a legacy of leadership.

National Association of Secondary School Principals (NASSP)

Breaking Ranks: 10 Skills for Successful School Leaders

Do you know and understand the 10 skills that NASSP has identified as the core requirements of school leadership? This session explores these skills, which are the result of more than 30 years of analysis and study by NASSP. Your understanding of these skills—coupled with the discrete, observable, and measurable behaviors that make up the skills—will launch your professional growth. School leaders must have these skills to take the “what” and the “how” of school change and put them into effective practice so all students learn and grow.

Anchor Down! Excellence and equity through high expectations with high support aboard the Lesher Middle School Viking/Viqueen ship

By recognizing that culture must precede structure and all staff have a professional responsibility and moral imperative to ensure every child’s access to vigorous instruction, 2017 National Secondary Principal of the Year Dr. Tom Dodd will tell the story of Lesher Middle School’s 12-year journey from a “ghetto school” with declining enrollment to the most “choiced to” neighborhood secondary school in Poudre (CO) School District. Using the NASSP Breaking Ranks Framework for School Improvement (collaborative leadership and professional learning communities, personalization, and curriculum, instruction, and assessment), Lesher faculty and staff used common planning and teams to: re-align its mission/vision, assess and revise its delivery of the International Baccalaureate (IB) Middle Years Program (from school-within-a-school to whole school), implement IB criterion-related grading (no more A-F/100-point scales), employ strategies to honor student diversity (two-way dual language immersion and gifted and talented programming with advanced learning plans), introduce literacy initiatives and a building-wide accelerated math model, target the instructional core (the interaction of the teacher-student-content), offer Multi-Tiered System of Supports (MTSS) via Extended Learning Opportunities (ELOs), and catalyze internal and external professional development efforts to improve student behavior and achievement in a culture of acceptance. Attendees will leave with a better understanding of the influence adult beliefs and practices have on educational programming, student learning experiences, and performance outcomes.


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