Reading & Resources

School Administrator, March 2017


Book Reviews

Leading Learning for Digital Natives: Combining Data and Technology in the Classroom
by Rebecca J. Blink
, Routledge, New York, N.Y., 2015, 152 pp., $34.95 softcover


The author of Leading Learning for Digital Natives has three objectives. The first is to establish the need for change in education and instruction for learning. The second is to emphasize the importance of data collection for learning and applying it. The third is to show the value of integrating technology into real-time learning with digital natives. 

Rebecca Blink starts with the premise that students in schools today are digital natives. They accept technology and use it innately. These students are not comfortable with learning “our way” – memorizing facts and recalling on demand. Proper instruction, she says, must accept the new environment and adapt learning to a faster pace with digital assistance. 

The contention in this book is that leaders in education must assist teachers by providing a new professional development that prepares staff for a more interactive form of learning. She recommends that leaders expand this professional development to include making parents aware of classroom changes.

The second section of this book deals with the massive issue of collecting appropriate data for a school system, analyzing it and determining its proper use. The recommendation is for a district to establish a data discovery team and to make intelligent use of student and demographic data a part of instruction in all classrooms in order to improve student achievement.

The author goes on to illustrate the use of data facilitated by technology to improve instruction and assessment practices. A later chapter is filled with exemplary use of technology that enhances learning and makes it invitational for students. 

Leading Learning for Digital Natives provides a reflection on the significance of data use combined with application of technology in changing instruction in classrooms for improved student achievement.
 
Reviewed by Frank Kelly, executive director, Council of Ontario Directors of Education, Oakville, Ontario, Canada



Mindfulness: How School Leaders Can Reduce Stress and Thrive on the Job
by Caryn M. Wells, Rowman & Littlefield, Lanham, Md., 2016, 188 pp. with index, $35 softcover
 

Are you overscheduled and over booked? Are you trying to get more done in your 24-hour day? Feeling stressed out by stakeholders pulling you in all directions? Perhaps you should examine the practice of mindfulness!

Mindfulness: How School Leaders Can Reduce Stress and Thrive on the Job by Caryn M. Wells is an excellent primer for mindfulness practices. Whether you know nothing about mindfulness or have been studying it for a few years, this book will take you on your next step towards success. Wells does an excellent job of taking the basics of mindfulness and overlaying them on the complex job of school leadership. There is a self-assessment at the beginning of the book that you can take again and again as you learn more about mindfulness. 

The author, an associate professor of organizational leadership at Oakland University in Rochester, Mich., quotes one of the leaders in mindfulness research, Jon Kabat-Zinn. “Mindfulness can be thought of as moment-to-moment nonjudgmental awareness, cultivated by paying attention in a specific way that is, in the present moment, and as non-reactively, as non-judgmentally, and as openheartedly as possible.” It would be quite an accomplishment to be mindful in a world where we find ourselves pressured with mandates, policies and requirements. If we were to be mindful, what opportunities might arise? 

The author cautions us against the frantic pace that we set for ourselves. The opposite of mindfulness is mindlessness, and she contends that mindless leaders “try to anticipate that next activity while immersed in the one in front of them. Of course we all know that when we multitask too much, when we don’t pay attention, when we don’t focus on the task ahead of us, important things fall through the cracks. 

Wells gives some practical tips and strategies that will work for anyone honing their mindfulness skills. From seeing issues “with a beginner’s eye” to learning from what didn’t work, the opportunities to practice mindfulness are varied. You will find a few that suit your strengths and you will find others that take more practice. 

In the end, leaders who practice mindfulness are more effective. Our students will be better served by a leader who practices mindfulness because underlying issues will be examined and potentially resolved. Mindful leaders appreciate the present and recognize that there is only now. 

Reviewed by Elizabeth Freeman, director of innovative learning, teaching and technologies, Fremont School District 79, Mundelein, Ill.
 


Stop Spending, Start Managing: Strategies to Transform Wasteful Habits
by Tanya Menon and Leigh Thompson, Harvard Business Review Press, Boston, Mass., 2016, 208 pp., $30 hardcover
 

In both the business and education workplace, employers are constantly looking for new and innovative ways to manage costs. As executives move into new positions, they address problems based on their previous administrative position or hire consultants to review and advise them. Both of these approaches cost time and money, with no guarantee of a successful outcome. Employers want managers and leaders who are effective at managing problems by working to shape the problem and identifying a diverse range of options to resolve it, rather than fixating on conventional solutions. 

Authors Tanya Menon and Leigh Thompson use their own research and that of other psychologists to provide strategies to break habits and refine manager skills. This can, in turn, lead to organizational savings of both time and money. Menon is an associate professor at the Ohio State University’s Fisher College of Business and associate editor of Management Science. Menon’s field of research considers how people in organizations collaborate. Thompson is the J. Jay Gerber Distinguished Professor of Dispute Resolution and Organizations at Northwestern University’s Kellogg School of Management. Thompson has authored other books such as Creative Conspiracy and The Truth About Negotiations.

Menon and Thompson identify five spending traps that lead to wasteful “action without traction” in an effort to break the cycle of waste. 1) the expertise trap, which recycles old solutions on current problems; 2) the winner’s trap, which describes time and dollars lost by investing additional resources into failing projects; 3) the agreement trap, where individuals avoid conflict by agreeing to whatever is stated by the team leader to feel like a team player; 4) the communication trap, which outlines how leaders can spend too much time communicating too frequently over too many channels; and 5) the macro-management trap, where team leaders assume the employees do not need their direction. 
 
At various points in each chapter, Menon and Thompson provide questions that the reader is asked to respond to before reading further. Those moments of analysis and reflection help the reader apply the concepts being discussed to their own situations, potentially developing strategies for application in the workplace.

Reviewed by William A. Clark
, excecutive director, Bollinger Enterprises Inc., Warren, Pa. 



Leading with Integrity: Reflections on Legal, Moral and Ethical Issues in School Administration
by Clarence G. Oliver Jr.
, AuthorHouse, Bloomington, Ind., 2015, 236 pp. with index, $13.99 softcover


In 2014, after conducting research on ethics and the superintendency, I wrote “Over the last decade, the role of leadership in developing ethical conduct has become an area of increased interest due to the large number of ethical scandals by leaders across the globe.” In Leading with Integrity, author Clarence G. Oliver Jr., a former practitioner in the preK-12 educational setting with more than 30 years of experience as a school administrator, does an excellent job cultivating awareness of the necessity of ethics as we move through the 21st century. Perhaps more importantly, Oliver addresses moral courage and how it plays into the process of decision-making, which we often refer to as the heart of school leadership. That is, the ability to make the right decision in all matters concerning the very stakeholders we serve.

Throughout the book, there is a consistent theme of the importance of ethics and how it plays into the entire process of serving as a school leader. Although all chapters have content worth highlighting, I particularly enjoyed chapter 16, in which Oliver includes a test for readers to measure their ethics quotient. The test consists of 10 real-life scenarios that propose ethical dilemmas in school leadership. In each of the scenarios, the reader has the opportunity to make a multiple choices selection as to how they would respond to each. The chapter includes an answer guide that explains why each answer is the proper response. This chapter reminds us that even minor issues can have much larger implications as it pertains to ethics and school leadership. I can envision this chapter being used in school leadership programs with aspiring school leaders in higher education. 

Oliver sheds light on new and unique issues in the preK-12 educational setting. In chapter 15, he brings to light a new concept of the commercialization of public education. I found this chapter particularly interesting and important, especially in an era when school leaders are constantly identifying unique strategies to generate more revenue for their schools. Oliver clearly breaks down the many school-business relationships that can and do exist, provides terminology for each and includes a detailed description. I believe this chapter will be especially beneficial to practicing school leaders who are continually dealing with budget cuts and, as such, constantly looking for opportunities to fill voids.  Oliver understands this concept, but supports the need to avoid what he deems a “controversial resource stream” when teaming with outside entities.

Leading with Integrity belongs on the shelves of individuals who prepare aspiring school leaders as well as those of practicing school leaders. If ethics is truly at the heart of excellent school leadership, Oliver has certainly made a case for it in this book.

Reviewed by Denver J. Fowler, assistant professor, Educational Leadership, University of Mississippi, Oxford, Miss.  
 


A Prison Called School: Creating Effective Schools for All Learners
by Maure Ann Metzger
, Rowman & Littlefield, Lanham, Md., 2015, 232 pp., $30 softcover
 

The central premise of A Prison Called School is that public school systems across the country are failing and that there are far too many students who see their school as a place of oppression and hopelessness. It isn’t easy reading about all of the ills of modern school systems, yet the data Maure Ann Metzger uses to support her premise is undeniable. Prepare yourself for myriad stories describing students who have been let down by the system. Many are stories of gay, lesbian and bisexual students, as well as kids with special needs or other emotional disabilities. Their experiences describe the place they go to school each day as a prison. 

So why does school go wrong for so many children? The author, who spent 27 years in education as an educator, school psychologist and leader of district professional development, argues that education’s failure to serve many struggling students is rooted in its very structure and history. Metzger asserts that the American education system is not much different today than it was 100 years ago. It is an antiquated, bureaucratic structure that exists to program people to conform. It is an institution that is depersonalized with the intent of imposing control and maintaining the status quo. To the author, public schools exist to serve the masses, not the individual. 

As I read the foundational chapters, I found myself feeling demoralized and defensive of the public school system. However, the second portion of the book brought hope for public schools. As depressing as the first part of the book is, the second part is refreshing and optimistic. There, Metzger turns her attention to what schools can do in order to create better outcomes for students. The author describes best practices that include project based learning, 21st century school strategies, ideas to engage and motivate students and practical strategies for building partnerships with outside organizations.

The book is well researched and includes current, relevant statistics to support assumptions. A Prison Called School may not be an easy book for educators to read, but it is a necessary perspective to take into consideration if the goal is to improve schools for the benefit of students and society. 

Reviewed by Jeff Smith
, superintendent Balsz School District, Phoenix, Ariz.
 

7 Ways to Transform the Lives of Wounded Students
by Joe Hendershott
, Routledge, New York, N.Y., 2016, 124 pp., $34.95 softcover
 

Reports of traumatic events involving children are pervasive regardless of the news source. Research has shown that traumatic experiences deeply affect the everyday lives of children, including their ability to learn. While most of these children don’t show physical signs of the effects of these events, according to author Joe Hendershott, these students are “wounded.” 

Hendershott, president of Hope 4 The Wounded, is currently an administrator in higher education and has extensive experience as a school administrator who has worked with troubled/at-risk youth. In 7 Ways to Transform the Lives of Wounded Students, he combines his administrative experience and expertise on “wounded students” to provide guidance and practical advice for educators. 

Wounded students are defined by the author as “children who have experienced … emotional and/or physical traumatic events” which impact their “… identity and ability to function in the classroom….” The book is designed to help educators, as first responders, learn to recognize the effects of trauma on the brain and learning. Hendershott does not expect the reader to fix or eliminate a student’s trauma, but wants to help educators create a peaceful environment where the wounded student has a better chance of learning and academic success. 

The book is divided into seven chapters, each outlining one of the steps needed to transform the educational life of wounded students. Educators need to understand that trauma occurs in the lives of our students these varied, profound events affect attitude, behavior and the ability to learn. 

Hendershott emphasizes the need to ask “what” questions, such as “What can I do to help you complete your homework?” instead of “Why didn’t you complete your homework?” in order to solve the problem at hand. He calls for classrooms and schools to develop a culture of empathy and consideration. Students need to feel connected to someone or something and experience success at school so that they can feel positive about something, especially their school life. Teachers and administrators must develop connections with their students and become sensitive to unique student needs. 

Hendershott is passionate about his work with wounded students. This quick, helpful read can assist administrators in developing or fine-tuning a school’s culture. Educators need to recognize the social/emotional needs that many of our current students have and design ways to support students for academic success. All schools have students who are affected by some type of trauma. This book is a good tool for any administrator to address the topic of improving school climate and begin or continue the discussion of how to best address the emotional needs of our students. 

Reviewed by Edythe B. Austermuhl, superintendent, Berlin Township School District, West Berlin, N.J.
 


ABSTRACT

Leadership Teams
What is the role of district-level leadership structures in raising student achievement?

In a Ph.D. dissertation at the University of Wisconsin, Peter C. Wilson examined the attributes of district leadership teams, factors contributing to creating and sustaining these teams and practices designed to narrow the achievement gap in school districts.

Wilson used qualitative multiple-case study methods and analyzed student achievement data, interviewed relevant stakeholders and observed educators in two districts with diverse student populations.

Copies of “Advancing Opportunities for All Students: Superintendent Leadership Teams in High-Achieving School Districts” are accessible from ProQuest at 800-521-0600 or disspub@proquest.com.



BITS & PIECES

Anti-Bias Tools
The Southern Poverty Law Center has produced an array of anti-bias resources as a part of its Teaching Tolerance project.

The free resources include award-winning classroom documentaries, lesson plans and curricula, and a magazine.

Find them at www.splcenter.org/teaching-tolerance.
 

Online Resources
OpenEd has added thousands of new science resources for K-12 teachers to its online library.

The new offerings include videos, games and assessments aligned to the Next Generation Science Standards.

Browse the resources at http://bit.ly/online-resources-for-teachers.
 

Teaching Aides
Teaching assistants can have positive effects on student outcomes, according to research by the National Center for Analysis of Longitudinal Data in Education Research.

Findings address the staffing impact on test scores and absence rates, particularly for minority students.

The study is accessible at http://bit.ly/teaching-assistants-impact.
 

Opportunity Gaps
“Choosing Our Future: A Story of Opportunity in America” is a policy report released by the Educational Testing Service as part of the ETS Opportunity Project.

The initiative defines opportunity as pathways to the development of human and social capital and examines the growing opportunity gap.

Find the report at http://bit.ly/opportunity-gaps.

Robotic Teachers
“Teaching in the Machine Age: How Innovation Can Make Bad Teachers Good and Good Teachers Better” is a new study from the Christensen Institute.

The research finds the role of K-12 teachers is safely beyond the reach of their robotic counterparts.

Download the paper at http://bit.ly/robotic-teachers


Motor Skills Effects
At study in Research Quarterly for Exercise and Sport finds that preschoolers who perform better on motor skills assessments early in the school year are more likely to have better social behavior and ability to pay attention, follow directions and stay on task later in the year.

The findings have implications for early learning initiatives and school readiness.

Find the abstract at http://bit.ly/motor-skills-effects.


Online Math Work
A study in the journal AERA Open finds that online math homework increases student achievement.

Students using a web-based math intervention called ASSISTments, especially those with low prior math achievement, scored higher on standardized math tests than their peers.

Download the study at http://bit.ly/online-math-work.


SEL Investments
The Education Policy Center at the American Institutes for Research has published findings from an ongoing evaluation of districtwide implementation of social and emotional learning. Overall, student academic achievement and attendance improved with even modest investments in SEL.

Review the findings at http://bit.ly/sel-investments.

Early Achievement
Researchers at West Ed’s Regional Education Laboratory have found that academic achievement prior to high school is the key predictor of on-time graduation for English language learners.

The earlier students achieve English-language proficiency the higher their graduation rates, the student found.

Read more at http://bit.ly/early-academic-achievement.


AASA Journal of Scholarship & Practice
The winter issue of the AASA Journal of Scholarship and Practice provides a commentary on how school leaders need to empower parents in light of the Trump presidency, as well as two research features and a book review. To access the journal, visit www.aasa.org/jsp.aspx.


Conference Daily Online
If you missed the association’s 2017 national conference in New Orleans, you can read short recaps of the major presentations in Conference Daily Online, a multimedia publication produced by AASA.

The site also includes coverage of AASA award winners, a photo gallery, video clips and a conference blog involving four participating superintendents. The site includes links to conference presenters’ PowerPoint slides.

Visit, nce.aasa.org/conference-daily-online, for more information.


Legislative Conference
AASA’s Legislative Conference, July 10-12, in Washington, D.C., will offer legislative updates from AASA’s public policy team and key staff on Capitol Hill. Attendees also meet with representatives on the Hill. To learn more, visit www.aasa.org.