Listening to conversations at ABPC’s Skillful Team Leader Institute, Cathy Gassenheimer overheard principals and instructional partners discuss the need to better engage parents in their children’s education. She’s discovered a timely resource that addresses this challenge.
The ABPC Blog
Geniuses like Albert Einstein, Charles Darwin, and others intentionally reserved a block of time—1-2 hours per week—for thinking and reflection. How about that for a stretch goal? writes Cathy Gassenheimer. A 2014 study says the effort can have a big payoff.
Cathy and colleagues had an opportunity “something akin to time travel” when they decided to reboot the curriculum for one of ABPC’s Powerful Conversations Networks. Using all the feedback from the past five years, they redesigned the experience and held their breath. (Co-written with Emily Strickland)
Consultant Marlene Chism suggests 7 signs that could serve as good indicators of whether people in leadership roles are pursuing the continuous learning that leads to growth and success. Cathy Gassenheimer adds reflection questions to help readers check their own progress.
Cathy Gassenheimer reports on a windy start to the 2017-18 professional learning season at ABPC. “Through wind and rain and other challenging weather, our opportunities to collaborate will push forward. We love gathering to dive deep! We are truly better together.”
Sharing unpleasant news, or speaking frankly and honestly about a need for personal or professional improvement, is sensitive work. How do we move past the discomfort and do what needs to be done for the greater good? These seven leadership articles offer good advice.
Learned helplessness is a topic that resonates with many teacher and school leaders today. How do we avoid the temptation to rescue students who always ask for immediate help, avoiding any productive struggle? Cathy Gassenheimer shares some recent ideas and research.
A national survey asked teachers about the professional learning experience in their schools. Key finding: While practicing and applying new skills in the classroom are seen as important in their schools, few receive adequate time for job-embedded professional learning.
In her book GRIT, Angela Duckworth shows the fallacy of assuming that talent and intelligence are “fixed” and highlights examples of what happens when people devote themselves to something that they deeply enjoy and stick with it, even when the going gets tough.
The daunting title might be off-putting, but Cathy Gassenheimer promises The Internal Coherence Framework offers a clear path to successful school change and is “brimming with practical tools, research insights, and best practices that readers can instantly put to use.”