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School administrators must strive to be thermostats, not thermometers. While thermometers simply reflect the temperature of the environment, thermostats actively set the tone and influence the atmosphere around us. Here at 51������, I have the privilege of supporting principals across the state in creating positive, inclusive, and empowering climates within their schools. As leaders, it’s imperative that we set the tone by leading with intention, modeling resilience, and fostering collaboration so that our students and staff can thrive, innovate, and grow.

In addition to all the work of running a school building, school administrators must also take on the role of instructional leader, supporting and coaching teachers, and communicating with families about their children’s learning in meaningful, accessible ways. As school and district leaders across the country begin navigating the challenging yet necessary shift to science of reading-based instruction, they have more on their plates than ever. Fortunately, the science of reading can help Washington administrators engage in these conversations with specific knowledge drawn from rigorous research. Lexia® is eager to support school leaders in sharing information in open, clear, and critically reflective ways that help them push their schools and districts toward meaningful change.

Did I get your attention with my last blog, “Let’s Rethink Improving Instruction?” I hope so. It has conjured up a wide array of emotions, but most importantly, it stirred long-overdue discussions about a system that needs to be addressed. What system? The working conditions of our principals and assistant principals. For starters, let me be clear. I believe in the power of improving instruction. I believe our system improved 12 years ago with the statewide implementation of TPEP. I believe teachers and principals have journeyed through powerful conversations to improve student outcomes. I believe that leaders across the state have worked diligently to create systems to support improving instruction and cycles of feedback.

Join educators across Washington state to learn about Breakfast After the Bell’s positive outcomes for students and schools as well as how to overcome common challenges. This webinar will focus on how teachers, principals, and building staff can collaborate with food services to create and sustain successful Breakfast After the Bell programs. Attend either September 1 or September 22 from 4:00 - 5:00 p.m.

Over the last year during the COVID-19 Pandemic, we’ve all heard this sentiment over and over: “I can’t wait to get back to normal!” As leaders, likely we’ve uttered that very statement many times in moments of exhaustion. Yet as we think about equity and inclusive practices that move us towards meeting the needs of all children, do we really want to go “back to normal?" If we are honest with ourselves, going back to normal is the last thing we should be trying to do.