School Administrator Editorial Highlights

• Placing a Board’s Feedback at the Center of Professional Learning. A senior lecturer at Harvard Graduate School of Education and former superintendent captures how she shared information with her board to meet their needs.
• What I’ve Discovered as a Mentee and Mentor. The deputy executive director of professional learning of Texas Association of School Administrators provides insights into building a close, supportive relationship to deal with challenges.
• The Role of Superintendents: Leveraging Professional Learning to Fulfill the Promise of High-Quality Learning for All. Senior leaders of AASA and a curriculum expert share essential elements of professional development that enhances a learning culture for all.

• Leading with joy to build positive culture for principals and their supervisors
• Building inclusive professional networks to support women and minorities
• Developing a Resonant, Resilient and Nimble Leader
• The Other Side of Professional Growth: The Potential of Executive Coaching in the Superintendency. A Teachers College professor at Columbia University and former superintendent describes the value of an outside coach for superintendents.
• Outside Experts Inside Classrooms for Professional Growth. A professor of adolescent literacy education recommends jumpstarting teachers’ learning with outside expertise who can introduce a fresh perspective.

The lead article provides insights on “The Delicate Work of Equity in Conservative Communities” and will grab the attention of our readers — 20,000 superintendents and district-level leaders. This issue deals with the timely topics relating to inclusion for all students. A must-read!

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August Editorial Highlights

• The Delicate Hand of Equity Work in Conservative Communities
  Interviews with three superintendents on how they have proceeded amidst divisiveness in the public sphere.
• The Invisible Sub-group: LGBT 
  As a mentor to aspiring superintendents, the author is asked for interviewing advice on playing the ‘partner game.’ 
• A Desire to Do Things Differently’
  Self-contained programs weren’t benefiting students with disabilities so this large district is changing mindsets to create inclusive schools.
• Assessment of Inclusive Practices
  How do you look for effective inclusion of students with disabilities in a school system?
• BIPOC and White Leaders Learning from Each Other
  Leading equity and race work districtwide is hard and messy and differs from most other change initiatives.