How can high rates of absenteeism coexist with high daily attendance?
Empowering Principals As Designers Capable of Retooling School
Hall Passes, Buses, Lunch Duty: What If The Principal Could Focus On Achievement?
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_63191":{"type":"posts","id":"mindshift_63191","meta":{"index":"posts_1591205157","site":"mindshift","id":"63191","score":null,"sort":[1708340407000]},"guestAuthors":[],"slug":"how-can-high-rates-of-absenteeism-coexist-with-high-daily-attendance","title":"How can high rates of absenteeism coexist with high daily attendance?","publishDate":1708340407,"format":"standard","headTitle":"How can high rates of absenteeism coexist with high daily attendance? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Why is it that only 15% of public school leaders say they’re \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/1_18_2024.asp\">\u003cspan style=\"font-weight: 400\">“extremely concerned”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about student absences, according to a recent Education Department survey? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This question gnawed at me as I wrote my last column about how \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63142/early-warning-systems-fall-short-in-combating-absenteeism-at-school\">\u003cspan style=\"font-weight: 400\">chronic absenteeism remains stubbornly high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in elementary, middle and high schools. Defined as missing at least 10% of the school year, or 18 out of 180 days, chronic absenteeism doubled from about \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">15% of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic to \u003c/span>\u003ca href=\"https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/\">\u003cspan style=\"font-weight: 400\">about 30%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the 2021-22 school year. \u003c/span>\u003ca href=\"https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/\">\u003cspan style=\"font-weight: 400\">Attendance has failed to snap back and recovered only a bit during the 2022-23\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> year, according to data from 38 states and the District of Columbia collected by FutureEd, a think tank based at Georgetown University. More than one out four students remain chronically absent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By any measure, this level of absenteeism is alarming. It’s why \u003c/span>\u003ca href=\"https://nces.ed.gov/nationsreportcard/blog/attendance_and_naep_2022_score_declines.aspx\">\u003cspan style=\"font-weight: 400\">test scores are sliding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and why schools are struggling to help students catch up from pandemic learning losses. Mass absenteeism also affects students who are attending school because teachers cannot keep pace with the lessons they’re supposed to teach when so many classmates have missed core concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why don’t more principals understand the crisis that is happening inside their school buildings?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer is not because absenteeism affects only a small number of high-poverty schools. \u003c/span>\u003ca href=\"https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/\">\u003cspan style=\"font-weight: 400\">Sixty-five percent of all schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> had at least 20% of their students chronically absent in 2021-22, according to the most recent federal data. The surge is widespread across the nation, affecting not just cities and rural areas, but the suburbs, too. One small example: the number of chronically absent students more than \u003c/span>\u003ca href=\"https://public-edsight.ct.gov/students/chronic-absenteeism?language=en_US\">\u003cspan style=\"font-weight: 400\">doubled in Simsbury, Connecticut\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a wealthy suburb of Hartford, from 6% in 2018-19 to 14% in 2021-22 and remained elevated above 12% in 2022-23. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The complacency about absenteeism may have to do with the attendance data that school leaders see everyday, which is typically a list of absent students. Each day, this can seem like a reasonable number – perhaps 30 students in a school of 300. And yet alarmingly high absenteeism rates can lurk beneath attendance rates that seem fine. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ninety percent sounds like good attendance, but it is not,” said Nat Malkus, a senior fellow at the American Enterprise Institute, a conservative think tank, who has been studying the post-pandemic surge in absenteeism.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malkus showed me spreadsheets of 2022-23 attendance data from three states: Illinois, Ohio and Florida. In the districts where 90% of the students showed up every day, the chronic absenteeism rate ranged from 28% to 46%. Think about this. There are many schools where an overwhelming majority of students are present on any given day, but more than two out of five students are still missing big chunks of the school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a more current example from a middle school in Nashville, Tennessee. Its principal told me that his average daily attendance rate is currently 93.5%, an improvement from last year. But as of February 2024, chronic absenteeism is already 22.9% – more than one in five students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How can this be? At first glance it seems the combination of high attendance and high absenteeism is a paradox.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dave Moyer, an education data analyst in Portland, Oregon, who has been studying absenteeism for more than a decade, helped me solve the puzzle. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Consider a school with 90% attendance and 100 students. Imagine that in September, 90 kids have perfect attendance and the same 10 kids are absent for the entire month. Already 10% of the students have missed more than 18 school days, crossing the threshold of chronic absenteeism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Say their parents lure them back to the classroom and a different group of 10 students is absent for all of October. The chronic absenteeism rate doubles to 20%. In November, the October absentees return to school and a fresh group of 10 kids play hooky: chronic absenteeism jumps to 30%. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63195\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2.jpg\" alt=\"\" width=\"780\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2-160x117.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2-768x562.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If this extreme pattern continues, where a fresh group of 10 kids stops attending each month, you’ll reach 40% chronic absenteeism halfway through the year. In theory, the chronic absenteeism rate could grow to 90% during a nine-month school year, equaling the 90% daily attendance rate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, most chronically absent kids aren’t missing for a whole month at once, and those who are out for weeks at a time tend not to have perfect attendance when they return. But this stylized example of a rotating cast of absent students helps explain why chronic absenteeism isn’t simply the opposite of attendance. Chronic absenteeism isn’t just 10% when attendance rates are 90%. It’s a lot higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism manifests itself in different patterns, Moyer said. Some kids will be out for a week or two in a row, and school leaders know who those kids are. Others miss three or four days every month. Those absences add up, eventually crossing the chronically absent threshold after several months, but they’re not as obvious.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unclear how many principals are able to monitor their chronic absenteeism data on a regular basis. The state of Rhode Island recently built a public \u003c/span>\u003ca href=\"https://www3.ride.ri.gov/attendance/public\">\u003cspan style=\"font-weight: 400\">data dashboard to track chronic absenteeism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at every school, and it’s updated daily. Connecticut updates its \u003c/span>\u003ca href=\"https://edsight.ct.gov/relatedreports/Supporting%20Student%20Participation%20in%202020-21.html\">\u003cspan style=\"font-weight: 400\">absenteeism dashboard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> monthly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For schools, it’s trickier to keep track of chronic absenteeism than it is to take attendance. It’s like remembering how many days each of your children has forgotten to do the dishes during the year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools generally don’t calculate chronic absenteeism in house. Typically, schools upload their attendance rolls to the district, and a computer in a back office does it. Sometimes chronic absenteeism calculations are conducted only once at the end of the year, for required \u003c/span>\u003ca href=\"https://eddataexpress.ed.gov/download/data-builder/data-download-tool?f%5B0%5D=program%3AChronic%20Absenteeism&f%5B1%5D=school_year%3A2021-2022\">\u003cspan style=\"font-weight: 400\">state reporting to the Department of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which began collecting data on chronic absenteeism in 2015. By the time this data filters back down to school leaders, if it does filter down, it is old information and it’s too late for school leaders to do much about it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kevin Armstrong, the principal of the Nashville middle school mentioned above, read aloud his high chronic absenteeism figures from a computer dashboard purchased by his school district. He counts himself among the minority of principals who are extremely concerned about these numbers. His eighth graders, he said, have the highest rates: already 29% of them are chronically absent. But not all principals across the country have access to current attendance data like Armstrong does.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armstrong said he’s put a team of teachers and staff on the problem. They are calling parents to find out why students aren’t coming. Chronic absenteeism has improved since last year, but it’s still much higher than before the pandemic. And it’s hard, as a school leader, to be judged by a metric that schools can’t control. “I’m not the alarm clock,” he said. “We need to have parents at the table to figure out why they’re allowing their kids to miss 30, 40, 50 days of school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “I’m frustrated,” he said. “We just want our kids to be here.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-the-chronic-absenteeism-puzzle/\">\u003cem>chronic absenteeism \u003c/em>\u003c/a>\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"More than 1 in 4 students are chronically absent, yet school leaders may not be able to see this pattern beneath daily attendance rates that seem fine.","status":"publish","parent":0,"modified":1708390386,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1283},"headData":{"title":"How can high rates of absenteeism coexist with high daily attendance? | KQED","description":"More than 1 in 4 students are chronically absent, yet school leaders may not be able to see this pattern beneath daily attendance rates that seem fine.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"More than 1 in 4 students are chronically absent, yet school leaders may not be able to see this pattern beneath daily attendance rates that seem fine.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How can high rates of absenteeism coexist with high daily attendance?","datePublished":"2024-02-19T11:00:07.000Z","dateModified":"2024-02-20T00:53:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63191/how-can-high-rates-of-absenteeism-coexist-with-high-daily-attendance","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Why is it that only 15% of public school leaders say they’re \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/1_18_2024.asp\">\u003cspan style=\"font-weight: 400\">“extremely concerned”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about student absences, according to a recent Education Department survey? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This question gnawed at me as I wrote my last column about how \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63142/early-warning-systems-fall-short-in-combating-absenteeism-at-school\">\u003cspan style=\"font-weight: 400\">chronic absenteeism remains stubbornly high\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in elementary, middle and high schools. Defined as missing at least 10% of the school year, or 18 out of 180 days, chronic absenteeism doubled from about \u003c/span>\u003ca href=\"https://www.returntolearntracker.net/\">\u003cspan style=\"font-weight: 400\">15% of students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before the pandemic to \u003c/span>\u003ca href=\"https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/\">\u003cspan style=\"font-weight: 400\">about 30%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the 2021-22 school year. \u003c/span>\u003ca href=\"https://www.future-ed.org/tracking-state-trends-in-chronic-absenteeism/\">\u003cspan style=\"font-weight: 400\">Attendance has failed to snap back and recovered only a bit during the 2022-23\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> year, according to data from 38 states and the District of Columbia collected by FutureEd, a think tank based at Georgetown University. More than one out four students remain chronically absent. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By any measure, this level of absenteeism is alarming. It’s why \u003c/span>\u003ca href=\"https://nces.ed.gov/nationsreportcard/blog/attendance_and_naep_2022_score_declines.aspx\">\u003cspan style=\"font-weight: 400\">test scores are sliding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and why schools are struggling to help students catch up from pandemic learning losses. Mass absenteeism also affects students who are attending school because teachers cannot keep pace with the lessons they’re supposed to teach when so many classmates have missed core concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Why don’t more principals understand the crisis that is happening inside their school buildings?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The answer is not because absenteeism affects only a small number of high-poverty schools. \u003c/span>\u003ca href=\"https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/\">\u003cspan style=\"font-weight: 400\">Sixty-five percent of all schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> had at least 20% of their students chronically absent in 2021-22, according to the most recent federal data. The surge is widespread across the nation, affecting not just cities and rural areas, but the suburbs, too. One small example: the number of chronically absent students more than \u003c/span>\u003ca href=\"https://public-edsight.ct.gov/students/chronic-absenteeism?language=en_US\">\u003cspan style=\"font-weight: 400\">doubled in Simsbury, Connecticut\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a wealthy suburb of Hartford, from 6% in 2018-19 to 14% in 2021-22 and remained elevated above 12% in 2022-23. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The complacency about absenteeism may have to do with the attendance data that school leaders see everyday, which is typically a list of absent students. Each day, this can seem like a reasonable number – perhaps 30 students in a school of 300. And yet alarmingly high absenteeism rates can lurk beneath attendance rates that seem fine. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Ninety percent sounds like good attendance, but it is not,” said Nat Malkus, a senior fellow at the American Enterprise Institute, a conservative think tank, who has been studying the post-pandemic surge in absenteeism.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Malkus showed me spreadsheets of 2022-23 attendance data from three states: Illinois, Ohio and Florida. In the districts where 90% of the students showed up every day, the chronic absenteeism rate ranged from 28% to 46%. Think about this. There are many schools where an overwhelming majority of students are present on any given day, but more than two out of five students are still missing big chunks of the school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s a more current example from a middle school in Nashville, Tennessee. Its principal told me that his average daily attendance rate is currently 93.5%, an improvement from last year. But as of February 2024, chronic absenteeism is already 22.9% – more than one in five students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">How can this be? At first glance it seems the combination of high attendance and high absenteeism is a paradox.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dave Moyer, an education data analyst in Portland, Oregon, who has been studying absenteeism for more than a decade, helped me solve the puzzle. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Consider a school with 90% attendance and 100 students. Imagine that in September, 90 kids have perfect attendance and the same 10 kids are absent for the entire month. Already 10% of the students have missed more than 18 school days, crossing the threshold of chronic absenteeism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Say their parents lure them back to the classroom and a different group of 10 students is absent for all of October. The chronic absenteeism rate doubles to 20%. In November, the October absentees return to school and a fresh group of 10 kids play hooky: chronic absenteeism jumps to 30%. \u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63195\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2.jpg\" alt=\"\" width=\"780\" height=\"571\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2.jpg 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2-160x117.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/02/image2-768x562.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If this extreme pattern continues, where a fresh group of 10 kids stops attending each month, you’ll reach 40% chronic absenteeism halfway through the year. In theory, the chronic absenteeism rate could grow to 90% during a nine-month school year, equaling the 90% daily attendance rate. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Of course, most chronically absent kids aren’t missing for a whole month at once, and those who are out for weeks at a time tend not to have perfect attendance when they return. But this stylized example of a rotating cast of absent students helps explain why chronic absenteeism isn’t simply the opposite of attendance. Chronic absenteeism isn’t just 10% when attendance rates are 90%. It’s a lot higher.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chronic absenteeism manifests itself in different patterns, Moyer said. Some kids will be out for a week or two in a row, and school leaders know who those kids are. Others miss three or four days every month. Those absences add up, eventually crossing the chronically absent threshold after several months, but they’re not as obvious.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unclear how many principals are able to monitor their chronic absenteeism data on a regular basis. The state of Rhode Island recently built a public \u003c/span>\u003ca href=\"https://www3.ride.ri.gov/attendance/public\">\u003cspan style=\"font-weight: 400\">data dashboard to track chronic absenteeism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at every school, and it’s updated daily. Connecticut updates its \u003c/span>\u003ca href=\"https://edsight.ct.gov/relatedreports/Supporting%20Student%20Participation%20in%202020-21.html\">\u003cspan style=\"font-weight: 400\">absenteeism dashboard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> monthly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For schools, it’s trickier to keep track of chronic absenteeism than it is to take attendance. It’s like remembering how many days each of your children has forgotten to do the dishes during the year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools generally don’t calculate chronic absenteeism in house. Typically, schools upload their attendance rolls to the district, and a computer in a back office does it. Sometimes chronic absenteeism calculations are conducted only once at the end of the year, for required \u003c/span>\u003ca href=\"https://eddataexpress.ed.gov/download/data-builder/data-download-tool?f%5B0%5D=program%3AChronic%20Absenteeism&f%5B1%5D=school_year%3A2021-2022\">\u003cspan style=\"font-weight: 400\">state reporting to the Department of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which began collecting data on chronic absenteeism in 2015. By the time this data filters back down to school leaders, if it does filter down, it is old information and it’s too late for school leaders to do much about it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kevin Armstrong, the principal of the Nashville middle school mentioned above, read aloud his high chronic absenteeism figures from a computer dashboard purchased by his school district. He counts himself among the minority of principals who are extremely concerned about these numbers. His eighth graders, he said, have the highest rates: already 29% of them are chronically absent. But not all principals across the country have access to current attendance data like Armstrong does.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Armstrong said he’s put a team of teachers and staff on the problem. They are calling parents to find out why students aren’t coming. Chronic absenteeism has improved since last year, but it’s still much higher than before the pandemic. And it’s hard, as a school leader, to be judged by a metric that schools can’t control. “I’m not the alarm clock,” he said. “We need to have parents at the table to figure out why they’re allowing their kids to miss 30, 40, 50 days of school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> “I’m frustrated,” he said. “We just want our kids to be here.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ci>This story about\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-the-chronic-absenteeism-puzzle/\">\u003cem>chronic absenteeism \u003c/em>\u003c/a>\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63191/how-can-high-rates-of-absenteeism-coexist-with-high-daily-attendance","authors":["byline_mindshift_63191"],"categories":["mindshift_21504"],"tags":["mindshift_21146","mindshift_21097","mindshift_21030"],"featImg":"mindshift_63192","label":"mindshift"},"mindshift_48185":{"type":"posts","id":"mindshift_48185","meta":{"index":"posts_1591205157","site":"mindshift","id":"48185","score":null,"sort":[1496923734000]},"guestAuthors":[],"slug":"empowering-principals-as-designers-capable-of-retooling-school","title":"Empowering Principals As Designers Capable of Retooling School","publishDate":1496923734,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When vice principal Tim Carlin arrived at Everitt Middle School in Jefferson County, Colorado, he wanted to hold a schoolwide assembly, a pretty common activity in most schools. But his principal told him that the school didn't hold assemblies anymore because too many kids were getting suspended for bad behavior when they did. That was the first clue that the school culture was not positive at Everitt, and it was clear the negativity and stress were affecting, students, teachers and staff alike.\u003c/p>\n\u003cp>“I kept hearing our teachers say we’ve got to change culture,” Carlin said. “We can’t have it feel like this at work. I think it really bothered people every day.” But when Carlin got a group together to brainstorm how they might change the school’s culture, the room was silent. “No one knows how to do that just off the top of their head,” Carlin said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It becomes really empowering to them as principals that they have all those levers of change at their disposal'\u003ccite>Susie Wise, Director K12 Lab Network at Stanford's d.school\u003c/cite>\u003c/aside>\n\u003cp>With the support of his principal, Carlin applied for a \u003ca href=\"http://schoolretool.org/\" target=\"_blank\" rel=\"noopener noreferrer\">School Retool\u003c/a> fellowship led by the Stanford d.school and supported in Colorado by the \u003ca href=\"http://www.coloradoedinitiative.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Colorado Education Initiative\u003c/a>. The program is designed specifically to help school building leaders identify and manipulate design levers like space, time and ritual to make concrete change in schools. The d.school is trying to promote a “hacker” mindset in school leaders, as opposed to a “rollout” mindset.\u003c/p>\n\u003cp>Participating in School Retool was transformative for Carlin, who not only got to try some quick generic hacks, but also had the experience of implementing a small change idea, learning from it and building momentum incrementally. Working in this way makes it much easier to take risks, learn from failures and build grass-roots support within the building for new ideas.\u003c/p>\n\u003cp>[vimeo 132291848 w=640 h=360]\u003c/p>\n\u003cp>\u003cstrong>SCHOOL RETOOL\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Carlin has had a diverse career in education, working mostly with experiential learning programs, then as a classroom teacher and now as an administrator. He has always looked for ways to make school more meaningful to students and that made him a strong candidate for the School Retool fellowship.\u003c/p>\n\u003cp>“It’s for people who are in other contexts, but they are raising their hands to say, what could deeper learning, student-centered learning, personalized learning, student-agency look like at my school?” said Susie Wise, director of the \u003ca href=\"https://dschool.stanford.edu/programs/k12-lab-network\" target=\"_blank\" rel=\"noopener noreferrer\">K12 Lab Network\u003c/a> at Stanford’s d.school. She doesn’t think this program would work as district-mandated professional development or for leaders who are already way down the change road. But she says principals are an overlooked group that can make big changes in schools, but rarely get much guidance on how to lead well.\u003c/p>\n\u003cp>“The thing principals get out of being in the cohort and workshops with us is a change in their mindset of being able to start small with scrappy experiments that get them moving in the right direction instead of thinking about rollouts,” Wise said. Principals contend with a lot of issues from instructional support, to culture building, and parent communication. There are often many areas that could use improvement, but top-down initiatives can be expensive and poorly received by teachers tasked with implementation.\u003c/p>\n\u003cp>[vimeo 132158128 w=640 h=360]\u003c/p>\n\u003cp>In School Retool, facilitators push principals to think of themselves as designers of human spaces. They are uniquely positioned to help all the humans in the building have a more fulfilling and productive experience. Principals control things like the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\" rel=\"noopener noreferrer\">schedule\u003c/a>, how spaces are used, communication, school rituals and process -- all of which are design levers.\u003c/p>\n\u003cp>“It becomes really empowering to them as principals that they have all those levers of change at their disposal,” Wise said. The School Retool program is built around some basic design tenets that can feel a little overused, but are often missing from schools: a bias toward action, start small, fail forward. Starting small enough is often where principals need the most coaching, Wise said.\u003c/p>\n\u003cp>Principals are asked to try some basic “hacks” to get their feet wet. They might \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/22/beyond-data-building-empathy-in-adults-with-student-shadow-days/\" target=\"_blank\" rel=\"noopener noreferrer\">shadow a student for the day\u003c/a>, put their desk out in the hallway for a day, or \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/19/how-teachers-can-see-students-identities-as-learning-strengths/\" target=\"_blank\" rel=\"noopener noreferrer\">ask students for advice\u003c/a>. These are context agnostic, but can help shake principals out of their old ways of doing things.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-48217\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“The combination of those things tend to shift their perspective enough and open these little cracks,” Wise said. Then they are more willing to think about what small hacks they might try that are specific to their schools.\u003c/p>\n\u003cp>\u003cstrong>STUDENT-CENTERED\u003c/strong>\u003c/p>\n\u003cp>For Carlin, asking students for advice has become a regular part of his practice. This year his staff is looking at how they can provide academic interventions during the school day instead of in an “8th hour” after school. Carlin surveyed students about how many would attend 8th hour if they weren’t made to by staff. Only 4 percent said they would go for extra help, despite the fact that 48 percent of students are failing at least one class. As Carlin thought about that statistic, he asked his student Albert why that was.\u003c/p>\n\u003cp>“He launched into this story about his life,” Carlin said. Audiology appointments, counseling, therapy, family obligations -- in the face of all those commitments, that worksheet for school just doesn’t feel worth his time. “It just gave me that perspective on how students were feeling about the process.” Albert’s input sent Carlin looking to the intervention literature, where he found that the most successful programs built extra support into the regular school day. Now, Carlin almost never proposes an idea to staff without first running it by some students who he knows won’t be shy to share their opinions.\u003c/p>\n\u003cp>[vimeo 118731499 w=640 h=360]\u003c/p>\n\u003cp>The initial School Retool research and design work was supported by the \u003ca href=\"http://www.hewlett.org/strategy/deeper-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">Hewlett Foundation\u003c/a>, which is very interested in spreading \u003ca href=\"http://www.hewlett.org/wp-content/uploads/2016/08/Deeper_Learning_Defined__April_2013.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">“deeper learning” practices\u003c/a> to more schools. But even when educators were inspired by models like \u003ca href=\"https://ww2.kqed.org/mindshift/2014/02/28/how-do-we-create-rich-learning-opportunities-for-all-students/\" target=\"_blank\" rel=\"noopener noreferrer\">High Tech High\u003c/a>, they didn’t feel capable of pushing for similar models back at home. School Retool came out of a desire to support “deeper learning” leaders.\u003c/p>\n\u003cp>Wise thinks the most transformative part of School Retool is not the individual hacks, but rather that school leaders get the chance to experience the deeper learning process. They work on a project back at their schools, fail forward, get advice from other principals in the cohort and generally puzzle their way through something new.\u003c/p>\n\u003cp>“It’s a lot about getting them to move and see their mindsets in action,” Wise said. The principal is the instructional leader in the building, so modeling risk-taking, starting small and learning from things that don’t work sets an example for teachers. When principals are open to new ideas and have experienced the power of the process, they are more likely to open up those same spaces for their teachers.\u003c/p>\n\u003cp>“When you’re always trying to make things better and you’re trying to articulate what better is, to have a framework and a lens to think about it, it makes you feel more normal,” said Elizabeth Domangue, principal of Panorama Middle School in Colorado Springs.\u003c/p>\n\u003cp>Domangue has had an uphill battle. She became the principal at Panorama last year two days before the school year started. The middle school had three different principals in five years and 80 percent of Domangue’s staff were new that year, but she hadn’t hired them. Students were not doing well academically and school climate needed work.\u003c/p>\n\u003cp>Domangue knew it would take time to change all these factors, but she began laying the groundwork for some bigger changes. For example, she’s been trying to use the brainstorming and empathy tools she learned from School Retool to engage and empower her staff. She holds walking meetings with a small group of teachers that include new and old staff to try to think about how they can realistically build in time to make connections with kids outside of academic spaces.\u003c/p>\n\u003cp>“Knowing where we were, I knew if we just started with advisory without any kind of background or framework it would just be another initiative,” Domangue said. Veteran teachers even told her that advisory wouldn’t work -- they had tried it before, got no support from the administration and it ultimately failed. So rather than pushing for something the staff wasn’t ready for, Domangue kept engaging them on what could work.\u003c/p>\n\u003cp>They settled on something they call “Right to Read,” a silent sustained reading time every Monday morning. Teachers aren’t assessing what kids read or doing any formal debriefs. “We want it to be a time to be present in school before things start for the week,” Domangue said.\u003c/p>\n\u003cp>She has also been hustling to bring more funds into her under-resourced school. They recently got a violence prevention grant from Colorado University at Boulder, which will bring training around positive intervention, and will essentially fund advisory twice a week for four years. The trainers will bring toolkits and lesson plans that will help support teachers as they build their skills.\u003c/p>\n\u003cp>“We can’t wait for things to happen to us. We have to make them happen,” Domangue said. She encourages teachers to make connections outside the school, to write grants, and to bring their passions into the building. In her eyes that’s the only way they will be able to create a school that their community and staff deserve.\u003c/p>\n\u003cp>\u003cstrong>CULTURE CHANGE\u003c/strong>\u003c/p>\n\u003cp>To change school culture Carlin wanted to look into bringing an advisory program to his campus, but he knew that many advisories fail because the activities are too canned or there’s so little structure that it becomes a planning burden on teachers. As part of his fellowship he decided to work on the idea with a small group of staff who were also excited about the idea.\u003c/p>\n\u003cp>“I used the same process of going from aspirations to big ideas to small hack,” Carlin said. The aspiration was to have a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener noreferrer\">Crew structure\u003c/a>, like EL Education schools, with the big idea that every student would have a trusted adult in the building. To get there, staff members tried lots of small experiments that didn’t cost a lot of money or upend any current systems, just to see what could work. “It was important that there was that structure. It gave us a base to start from,” Carlin said.\u003c/p>\n\u003cp>Carlin likes challenging the stereotype that veteran teachers don’t like to change when he talks about Bill Gold, a 40-year teaching veteran on his staff, as one of his most innovative, collaborative teachers. He was one of three teachers and two counselors who began exploring what elements should be part of an advisory program.\u003c/p>\n\u003cp>“One component we wanted was this practice of counsel with our kids,” Carlin said. Gold decided to try and build a space where students felt safe to talk about their experience of school and their lives outside of it in his existing homeroom. “It was proof of concept. He came back to our group and said I think this should be part of what we do,” Carlin said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-48216\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Hacking-1020x821.jpeg\" alt=\"\" width=\"640\" height=\"515\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-1020x821.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-160x129.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-800x644.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-768x618.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-1180x950.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-960x773.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-240x193.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-375x302.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-520x419.jpeg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking.jpeg 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>Over the course of a semester the working group put together a calendar of advisory activities that fell into categories like expeditionary or project-based learning or academic support. Each small group member worked to build out lessons for a category. The planning work took place throughout the spring semester, and when school started this year Everitt Middle had an advisory program.\u003c/p>\n\u003cp>“I’ve heard almost unanimously our staff say that crew is something we should keep at our school,” Carlin said. That doesn’t mean there aren’t ups and downs, or that kids don’t frustrate their advisors, but fairly quickly, taking small steps, Carlin helped guide the staff toward a big change. And, he was finally able to have a whole school assembly, where every person in the building participated in a giant human puzzle.\u003c/p>\n\u003cp>“I think if you lead it first in a small group, then it helps the larger group see that it works, because I think so many educators are hesitant to think anything else is going to work,” Carlin said. He also acknowledges that there are always linchpin people in any organization that hold sway over others. In this case Bill Gold, the veteran teacher, was one of those people, so his excitement helped get everyone fired up.\u003c/p>\n\u003cp>“If it was just on me there’s no way this would happen, but with the team I had, it made it possible,” Carlin said. And the team of people at Everitt who want to be involved in work like this is growing as Carlin builds trust and staff see their ideas taken seriously.\u003c/p>\n\u003cp>School Retool costs $2,500 per principal, but Wise said that many of the first 18 cohorts they’ve done were sponsored by regional funders interested in investing in the school ecosystem. Both Domangue and Carlin received full or partial scholarships to participate, for example. Wise said her team priced the course at $2,500 because that’s the budget many principals have to attend conferences.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Unlike a conference, however, School Retool fellows get the chance to put ideas into practice, get feedback and support from the cohort, and try again.\u003c/p>\n\n","blocks":[],"excerpt":"Principals feel a lot of pressure to come up with big solutions for problems in their schools, but small, quick ideas that can be done without money or time might move the ball faster.","status":"publish","parent":0,"modified":1496923734,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":2335},"headData":{"title":"Empowering Principals As Designers Capable of Retooling School | KQED","description":"Principals feel a lot of pressure to come up with big solutions for problems in their schools, but small, quick ideas that can be done without money or time might move the ball faster.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Empowering Principals As Designers Capable of Retooling School","datePublished":"2017-06-08T12:08:54.000Z","dateModified":"2017-06-08T12:08:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48185 https://ww2.kqed.org/mindshift/?p=48185","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/08/empowering-principals-as-designers-capable-of-retooling-school/","disqusTitle":"Empowering Principals As Designers Capable of Retooling School","path":"/mindshift/48185/empowering-principals-as-designers-capable-of-retooling-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When vice principal Tim Carlin arrived at Everitt Middle School in Jefferson County, Colorado, he wanted to hold a schoolwide assembly, a pretty common activity in most schools. But his principal told him that the school didn't hold assemblies anymore because too many kids were getting suspended for bad behavior when they did. That was the first clue that the school culture was not positive at Everitt, and it was clear the negativity and stress were affecting, students, teachers and staff alike.\u003c/p>\n\u003cp>“I kept hearing our teachers say we’ve got to change culture,” Carlin said. “We can’t have it feel like this at work. I think it really bothered people every day.” But when Carlin got a group together to brainstorm how they might change the school’s culture, the room was silent. “No one knows how to do that just off the top of their head,” Carlin said.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It becomes really empowering to them as principals that they have all those levers of change at their disposal'\u003ccite>Susie Wise, Director K12 Lab Network at Stanford's d.school\u003c/cite>\u003c/aside>\n\u003cp>With the support of his principal, Carlin applied for a \u003ca href=\"http://schoolretool.org/\" target=\"_blank\" rel=\"noopener noreferrer\">School Retool\u003c/a> fellowship led by the Stanford d.school and supported in Colorado by the \u003ca href=\"http://www.coloradoedinitiative.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Colorado Education Initiative\u003c/a>. The program is designed specifically to help school building leaders identify and manipulate design levers like space, time and ritual to make concrete change in schools. The d.school is trying to promote a “hacker” mindset in school leaders, as opposed to a “rollout” mindset.\u003c/p>\n\u003cp>Participating in School Retool was transformative for Carlin, who not only got to try some quick generic hacks, but also had the experience of implementing a small change idea, learning from it and building momentum incrementally. Working in this way makes it much easier to take risks, learn from failures and build grass-roots support within the building for new ideas.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"132291848"},"numeric":["132291848"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SCHOOL RETOOL\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Carlin has had a diverse career in education, working mostly with experiential learning programs, then as a classroom teacher and now as an administrator. He has always looked for ways to make school more meaningful to students and that made him a strong candidate for the School Retool fellowship.\u003c/p>\n\u003cp>“It’s for people who are in other contexts, but they are raising their hands to say, what could deeper learning, student-centered learning, personalized learning, student-agency look like at my school?” said Susie Wise, director of the \u003ca href=\"https://dschool.stanford.edu/programs/k12-lab-network\" target=\"_blank\" rel=\"noopener noreferrer\">K12 Lab Network\u003c/a> at Stanford’s d.school. She doesn’t think this program would work as district-mandated professional development or for leaders who are already way down the change road. But she says principals are an overlooked group that can make big changes in schools, but rarely get much guidance on how to lead well.\u003c/p>\n\u003cp>“The thing principals get out of being in the cohort and workshops with us is a change in their mindset of being able to start small with scrappy experiments that get them moving in the right direction instead of thinking about rollouts,” Wise said. Principals contend with a lot of issues from instructional support, to culture building, and parent communication. There are often many areas that could use improvement, but top-down initiatives can be expensive and poorly received by teachers tasked with implementation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"132158128"},"numeric":["132158128"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In School Retool, facilitators push principals to think of themselves as designers of human spaces. They are uniquely positioned to help all the humans in the building have a more fulfilling and productive experience. Principals control things like the \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\" rel=\"noopener noreferrer\">schedule\u003c/a>, how spaces are used, communication, school rituals and process -- all of which are design levers.\u003c/p>\n\u003cp>“It becomes really empowering to them as principals that they have all those levers of change at their disposal,” Wise said. The School Retool program is built around some basic design tenets that can feel a little overused, but are often missing from schools: a bias toward action, start small, fail forward. Starting small enough is often where principals need the most coaching, Wise said.\u003c/p>\n\u003cp>Principals are asked to try some basic “hacks” to get their feet wet. They might \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/22/beyond-data-building-empathy-in-adults-with-student-shadow-days/\" target=\"_blank\" rel=\"noopener noreferrer\">shadow a student for the day\u003c/a>, put their desk out in the hallway for a day, or \u003ca href=\"https://ww2.kqed.org/mindshift/2016/07/19/how-teachers-can-see-students-identities-as-learning-strengths/\" target=\"_blank\" rel=\"noopener noreferrer\">ask students for advice\u003c/a>. These are context agnostic, but can help shake principals out of their old ways of doing things.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-48217\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/dschool_Retool0117_PatrickBeaudouin-28-520x347.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“The combination of those things tend to shift their perspective enough and open these little cracks,” Wise said. Then they are more willing to think about what small hacks they might try that are specific to their schools.\u003c/p>\n\u003cp>\u003cstrong>STUDENT-CENTERED\u003c/strong>\u003c/p>\n\u003cp>For Carlin, asking students for advice has become a regular part of his practice. This year his staff is looking at how they can provide academic interventions during the school day instead of in an “8th hour” after school. Carlin surveyed students about how many would attend 8th hour if they weren’t made to by staff. Only 4 percent said they would go for extra help, despite the fact that 48 percent of students are failing at least one class. As Carlin thought about that statistic, he asked his student Albert why that was.\u003c/p>\n\u003cp>“He launched into this story about his life,” Carlin said. Audiology appointments, counseling, therapy, family obligations -- in the face of all those commitments, that worksheet for school just doesn’t feel worth his time. “It just gave me that perspective on how students were feeling about the process.” Albert’s input sent Carlin looking to the intervention literature, where he found that the most successful programs built extra support into the regular school day. Now, Carlin almost never proposes an idea to staff without first running it by some students who he knows won’t be shy to share their opinions.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeo","attributes":{"named":{"w":"640","h":"360","label":"118731499"},"numeric":["118731499"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The initial School Retool research and design work was supported by the \u003ca href=\"http://www.hewlett.org/strategy/deeper-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">Hewlett Foundation\u003c/a>, which is very interested in spreading \u003ca href=\"http://www.hewlett.org/wp-content/uploads/2016/08/Deeper_Learning_Defined__April_2013.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">“deeper learning” practices\u003c/a> to more schools. But even when educators were inspired by models like \u003ca href=\"https://ww2.kqed.org/mindshift/2014/02/28/how-do-we-create-rich-learning-opportunities-for-all-students/\" target=\"_blank\" rel=\"noopener noreferrer\">High Tech High\u003c/a>, they didn’t feel capable of pushing for similar models back at home. School Retool came out of a desire to support “deeper learning” leaders.\u003c/p>\n\u003cp>Wise thinks the most transformative part of School Retool is not the individual hacks, but rather that school leaders get the chance to experience the deeper learning process. They work on a project back at their schools, fail forward, get advice from other principals in the cohort and generally puzzle their way through something new.\u003c/p>\n\u003cp>“It’s a lot about getting them to move and see their mindsets in action,” Wise said. The principal is the instructional leader in the building, so modeling risk-taking, starting small and learning from things that don’t work sets an example for teachers. When principals are open to new ideas and have experienced the power of the process, they are more likely to open up those same spaces for their teachers.\u003c/p>\n\u003cp>“When you’re always trying to make things better and you’re trying to articulate what better is, to have a framework and a lens to think about it, it makes you feel more normal,” said Elizabeth Domangue, principal of Panorama Middle School in Colorado Springs.\u003c/p>\n\u003cp>Domangue has had an uphill battle. She became the principal at Panorama last year two days before the school year started. The middle school had three different principals in five years and 80 percent of Domangue’s staff were new that year, but she hadn’t hired them. Students were not doing well academically and school climate needed work.\u003c/p>\n\u003cp>Domangue knew it would take time to change all these factors, but she began laying the groundwork for some bigger changes. For example, she’s been trying to use the brainstorming and empathy tools she learned from School Retool to engage and empower her staff. She holds walking meetings with a small group of teachers that include new and old staff to try to think about how they can realistically build in time to make connections with kids outside of academic spaces.\u003c/p>\n\u003cp>“Knowing where we were, I knew if we just started with advisory without any kind of background or framework it would just be another initiative,” Domangue said. Veteran teachers even told her that advisory wouldn’t work -- they had tried it before, got no support from the administration and it ultimately failed. So rather than pushing for something the staff wasn’t ready for, Domangue kept engaging them on what could work.\u003c/p>\n\u003cp>They settled on something they call “Right to Read,” a silent sustained reading time every Monday morning. Teachers aren’t assessing what kids read or doing any formal debriefs. “We want it to be a time to be present in school before things start for the week,” Domangue said.\u003c/p>\n\u003cp>She has also been hustling to bring more funds into her under-resourced school. They recently got a violence prevention grant from Colorado University at Boulder, which will bring training around positive intervention, and will essentially fund advisory twice a week for four years. The trainers will bring toolkits and lesson plans that will help support teachers as they build their skills.\u003c/p>\n\u003cp>“We can’t wait for things to happen to us. We have to make them happen,” Domangue said. She encourages teachers to make connections outside the school, to write grants, and to bring their passions into the building. In her eyes that’s the only way they will be able to create a school that their community and staff deserve.\u003c/p>\n\u003cp>\u003cstrong>CULTURE CHANGE\u003c/strong>\u003c/p>\n\u003cp>To change school culture Carlin wanted to look into bringing an advisory program to his campus, but he knew that many advisories fail because the activities are too canned or there’s so little structure that it becomes a planning burden on teachers. As part of his fellowship he decided to work on the idea with a small group of staff who were also excited about the idea.\u003c/p>\n\u003cp>“I used the same process of going from aspirations to big ideas to small hack,” Carlin said. The aspiration was to have a \u003ca href=\"https://ww2.kqed.org/mindshift/2016/01/12/how-schools-build-a-positive-culture-through-advisory/\" target=\"_blank\" rel=\"noopener noreferrer\">Crew structure\u003c/a>, like EL Education schools, with the big idea that every student would have a trusted adult in the building. To get there, staff members tried lots of small experiments that didn’t cost a lot of money or upend any current systems, just to see what could work. “It was important that there was that structure. It gave us a base to start from,” Carlin said.\u003c/p>\n\u003cp>Carlin likes challenging the stereotype that veteran teachers don’t like to change when he talks about Bill Gold, a 40-year teaching veteran on his staff, as one of his most innovative, collaborative teachers. He was one of three teachers and two counselors who began exploring what elements should be part of an advisory program.\u003c/p>\n\u003cp>“One component we wanted was this practice of counsel with our kids,” Carlin said. Gold decided to try and build a space where students felt safe to talk about their experience of school and their lives outside of it in his existing homeroom. “It was proof of concept. He came back to our group and said I think this should be part of what we do,” Carlin said.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-48216\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/Hacking-1020x821.jpeg\" alt=\"\" width=\"640\" height=\"515\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-1020x821.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-160x129.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-800x644.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-768x618.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-1180x950.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-960x773.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-240x193.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-375x302.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking-520x419.jpeg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/Hacking.jpeg 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>Over the course of a semester the working group put together a calendar of advisory activities that fell into categories like expeditionary or project-based learning or academic support. Each small group member worked to build out lessons for a category. The planning work took place throughout the spring semester, and when school started this year Everitt Middle had an advisory program.\u003c/p>\n\u003cp>“I’ve heard almost unanimously our staff say that crew is something we should keep at our school,” Carlin said. That doesn’t mean there aren’t ups and downs, or that kids don’t frustrate their advisors, but fairly quickly, taking small steps, Carlin helped guide the staff toward a big change. And, he was finally able to have a whole school assembly, where every person in the building participated in a giant human puzzle.\u003c/p>\n\u003cp>“I think if you lead it first in a small group, then it helps the larger group see that it works, because I think so many educators are hesitant to think anything else is going to work,” Carlin said. He also acknowledges that there are always linchpin people in any organization that hold sway over others. In this case Bill Gold, the veteran teacher, was one of those people, so his excitement helped get everyone fired up.\u003c/p>\n\u003cp>“If it was just on me there’s no way this would happen, but with the team I had, it made it possible,” Carlin said. And the team of people at Everitt who want to be involved in work like this is growing as Carlin builds trust and staff see their ideas taken seriously.\u003c/p>\n\u003cp>School Retool costs $2,500 per principal, but Wise said that many of the first 18 cohorts they’ve done were sponsored by regional funders interested in investing in the school ecosystem. Both Domangue and Carlin received full or partial scholarships to participate, for example. Wise said her team priced the course at $2,500 because that’s the budget many principals have to attend conferences.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Unlike a conference, however, School Retool fellows get the chance to put ideas into practice, get feedback and support from the cohort, and try again.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48185/empowering-principals-as-designers-capable-of-retooling-school","authors":["234"],"categories":["mindshift_20523","mindshift_193"],"tags":["mindshift_939","mindshift_20784","mindshift_1040","mindshift_1041","mindshift_21097","mindshift_21096"],"featImg":"mindshift_48215","label":"mindshift"},"mindshift_48342":{"type":"posts","id":"mindshift_48342","meta":{"index":"posts_1591205157","site":"mindshift","id":"48342","score":null,"sort":[1496233626000]},"guestAuthors":[],"slug":"hall-passes-buses-lunch-duty-what-if-the-principal-could-focus-on-achievement","title":"Hall Passes, Buses, Lunch Duty: What If The Principal Could Focus On Achievement?","publishDate":1496233626,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Pankaj Rayamajhi hears something. Senioritis?\u003c/p>\n\u003cp>The director of school logistics and operations has a kind of sixth sense about that unique Spring affliction as he roams the hallways of Columbia Heights Education Campus, a public middle and high school in Washington, D.C.\u003c/p>\n\u003cp>Rayamajhi quickens his pace, walkie-talkie in hand, and turns a corner into a stairwell. Yep, senioritis. When they see him, the small group of students loitering on the stairs scatters back to class.\u003c/p>\n\u003cp>\"Right outside Whitaker's room there are some students here probably cutting class,\" he says into his two-way radio to a security guard. \"Can you please make sure these hallways are clear?\"\u003c/p>\n\u003cp>\"Copy that.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's just one of a hundred fires small and large the burly Nepal-born school administrator will handle on this day, tasks that in years past would have likely been handled by the principal.\u003c/p>\n\u003cp>We like to think of school principals, at their best, as instructional leaders with a laser focus on boosting student achievement, school culture and academic accountability.\u003c/p>\n\u003cfigure id=\"attachment_48343\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48343\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-7_slide-f423ce5c46cea88616356bb1583052c72df6c787-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji chats with a student after an argument between classes. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But too often principals and their deputies have to deal with hundreds of things that have little to do directly with teaching and learning: student discipline, school maintenance, the cafeteria, safety, transportation, paperwork — and lots more.\u003c/p>\n\u003cp>The \u003ca href=\"https://dcps.dc.gov/\">District of Columbia Public Schools\u003c/a> is taking a national lead in trying to change that by adding directors of operations and logistics. The idea is to liberate principals to focus more on teaching evaluation, planning and assessment and far less on milk, leaky faucets or security.\u003c/p>\n\u003cp>Rayamajhi oversees a daunting list of daily needs, from maintenance and security to procurement and HR. Part logistician, part disciplinarian as well as coach and security guard, he roams the hallways and lunch rooms, multi-tasking and talking to everyone, including the nearly 50 employees he manages.\u003c/p>\n\u003cp>If a teacher or teacher's aide needs something, they come to Pankaj, as he's known. \"Be it a teacher saying, 'Oh, my AC's not working and my sink's clogged' to a student survey that needs to be done in the next two weeks,\" he says.\u003c/p>\n\u003cp>\"It's been an immense help,\" says Maria Tukeva, principal at the 1,400-student \u003ca href=\"http://checdc.org/\">Columbia Heights Education Campus\u003c/a>, and the city's longest-serving principal. \"I was worrying about whether there was soap in the bathroom or there was toilet paper in the bathroom.\" These things are important, and urgent, Tukeva says. \"However, I also have to worry about is everyone learning how to read at a high level, is everyone learning math at a high level.\"\u003c/p>\n\u003cp>What began in D.C. in 2014 as a small pilot project has now spread to 70 of the city's 115 public schools.\u003c/p>\n\u003cp>Lots \u003ca href=\"how%20they%20did%20the%20detailed%20statistics,%20particularly%20the%20online%20and%20in-person%20comparison,\">of research\u003c/a> shows the vital link between school leadership and student success. But many principals say their daily to-do lists eat up valuable time they could better use to focus on instruction, motivation and innovation.\u003c/p>\n\u003cp>Tukeva says having Rayamajhi has helped free her and her staff to spend more time on instructional feedback and professional development. \"To do an excellent job, principals and assistant principals need to spend the majority of their time in the classrooms and with teachers and in planning curriculum,\" she says, \"all those things that go into a strong instructional program.\"\u003c/p>\n\u003cfigure id=\"attachment_48347\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48347\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-6_slide-6ca3d20c384bfe78fd9a1a5f349699f0d831514d-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji enlists the help of a few middle schoolers to pick up trash. \"It blows in off the street,\" he says. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Chief operations officer?\u003c/strong>\u003c/p>\n\u003cp>Rayamajhi has had to handle everything from rescuing a janitor stuck in a broken elevator at 11 p.m. to settling a student's family problem by calling his uncle in Guatemala.\u003c/p>\n\u003cp>He also oversees the school's five daily lunch sessions. Food for 1,400 in a small time window. What could go wrong?\u003c/p>\n\u003cp>\"This is where the magic happens,\" he says amid a cacophony of student jostling and noise. \"This is organized chaos.\"\u003c/p>\n\u003cp>On this day, he quickly confiscates a basketball from a student dribbler. \"You know the rules, man,\" he tells him. \"Pull up your pants please, sir,\" he shouts to a saggy-jeaned sophomore nearby.\u003c/p>\n\u003cp>Also on Rayamajhi's to-do list: school registration. And transportation issues. Oh, and don't forget customer service for several dozen parents who come into the office daily, as well as the regular evening and weekend events at the school.\u003c/p>\n\u003cfigure id=\"attachment_48345\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48345\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-9_slide-6acff5376862be7b4a197c4c2486e57add95184f-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji checks in with teachers on lunch duty. \"It's organized chaos,\" he says. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>His list seems endless.\u003c/p>\n\u003cp>\"Field trips. That's all me. I have to get the buses,\" he says with a smile.\u003c/p>\n\u003cp>I ask him if he sees himself as a kind of the chief operating officer.\u003c/p>\n\u003cp>\"That's one way of putting it, yes,\" he says. \"It is a lot but it takes all of these off the principal and assistant principals so they can focus mostly on the classroom. Hey, where's your uniform, man?\" he asks a student not wearing the required blue top.\u003c/p>\n\u003cp>His day starts with a text or call at 6 a.m. from the school's lead maintenance man, Christopher Best, giving the physical plant update and all-clear.\u003c/p>\n\u003cp>Best, a 12 year veteran of the place, says things improved under Rayamajhi's stewardship. \"I report directly to him. Let him know what's going on for the day instead of burdening the principal. She's already got her plate full,\" Best says. \"Going through him is a lot smoother.\"\u003c/p>\n\u003cp>\u003cstrong>An idea whose time has come?\u003c/strong>\u003c/p>\n\u003cp>The duties of the American school principal have not fundamentally changed all that much in the last century. Few districts today have an operations chief to oversee and coordinate the majority of non-academic work.\u003c/p>\n\u003cfigure id=\"attachment_48348\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48348\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-5_slide-41009e2bf942139d855ceef1ef0764d68037ac10-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji's list of duties includes bringing students back in from recess. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In many traditional public schools, it still falls on the principal and assistant principal to oversee learning as well as \"all of those logistical and managerial tasks that are supporting student learning,\" says Bob Farrace, director of public affairs for the National Association of Secondary School Principals, or \u003ca href=\"https://www.nassp.org/?SSO=true\">NASSP.\u003c/a>\u003c/p>\n\u003cp>Farrace says NASSP does not track or have any data on which districts in the U.S. have added operations managers. But the practice is not widespread and confined mostly to large urban districts, Farrace says.\u003c/p>\n\u003cp>\"It's the rare principal that doesn't need more support with administrative tasks,\" he says, \"but that doesn't mean the principal is going to abdicate duties for those things.\"\u003c/p>\n\u003cp>Farrace argues that creating an ops or logistics manager simply isn't practical budget-wise for many districts, especially smaller and rural ones. \"These are the principals that are full-time instructional leaders, and coaching baseball and driving the bus in the morning.\"\u003c/p>\n\u003cfigure id=\"attachment_48354\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48354\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-1020x214.jpg\" alt=\"\" width=\"640\" height=\"134\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-1020x214.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-160x34.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-800x168.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-768x161.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-1180x248.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-960x202.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-240x50.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-375x79.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-520x109.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85.jpg 1300w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji handles a lunchroom mess until a janitor can get there. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The practice is common, however, in many charter schools. In fact, the D.C. schools hired Doug Hollis, a school operations expert, from a city charter school in 2014 to run a pilot project with nine schools. Hollis now manages the expanding program.\u003c/p>\n\u003cp>It's not just liberation from toilets, soap, milk and buses. Columbia Heights Principal Tukeva says now she and her deputy principals no longer have to deal with streams of paperwork for hiring, procurement or registration.\u003c/p>\n\u003cp>Most of all, she says, they can better focus on academic and long-term planning and the vital work of observing teachers, with coaching and feed-back on classroom methods and following student assessments.\u003c/p>\n\u003cp>\"And then working with teacher teams to see how these results should be used to adjust instruction.\"\u003c/p>\n\u003cfigure id=\"attachment_48344\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48344\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-8_slide-ff05fcec12ac6cc1f984723b0e4259ef15cc1ac6-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji discusses testing logistics with a teacher and security officer. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>DCPS officials say it's too soon to tell. But the hope is the program helps boost student achievement, saves money and improves efficiency. The District aims to add more directors of operations and logistics to more of the city's schools over the next few years.\u003c/p>\n\u003cp>\"Corporations, they all have a director of operations, a chief operational officer. So this is definitely something that we need on a permanent basis in all schools,\" Tukeva says.\u003c/p>\n\u003cp>Back in the hallway, Rayamajhi speaks firmly yet politely into his walkie-talkie, readying for another chaotic lunch shift.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"OK, all security let's get ready for first lunch please. All security, let's get ready for first lunch!\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Hall+Passes%2C+Buses%2C+Lunch+Duty%3A+What+If+The+Principal+Could+Focus+On+Achievement%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Can principals be better leaders if they have more time to focus on instruction? The Washington, D.C., schools are adding managers to handle operations and logistics.","status":"publish","parent":0,"modified":1496233756,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":1427},"headData":{"title":"Hall Passes, Buses, Lunch Duty: What If The Principal Could Focus On Achievement? | KQED","description":"Can principals be better leaders if they have more time to focus on instruction? The Washington, D.C., schools are adding managers to handle operations and logistics.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Hall Passes, Buses, Lunch Duty: What If The Principal Could Focus On Achievement?","datePublished":"2017-05-31T12:27:06.000Z","dateModified":"2017-05-31T12:29:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48342 https://ww2.kqed.org/mindshift/?p=48342","disqusUrl":"https://ww2.kqed.org/mindshift/2017/05/31/hall-passes-buses-lunch-duty-what-if-the-principal-could-focus-on-achievement/","disqusTitle":"Hall Passes, Buses, Lunch Duty: What If The Principal Could Focus On Achievement?","nprImageCredit":"LA Johnson","nprByline":"Eric Westervelt","nprImageAgency":"NPR","nprStoryId":"527114390","nprApiLink":"http://api.npr.org/query?id=527114390&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/05/29/527114390/free-the-principal?ft=nprml&f=527114390","nprRetrievedStory":"1","nprPubDate":"Mon, 29 May 2017 19:23:00 -0400","nprStoryDate":"Mon, 29 May 2017 06:00:00 -0400","nprLastModifiedDate":"Mon, 29 May 2017 19:23:58 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/05/20170529_atc_free_the_principal_.mp3?orgId=1&topicId=1013&d=249&p=2&story=527114390&t=progseg&e=530560423&seg=12&ft=nprml&f=527114390","nprAudioM3u":"http://api.npr.org/m3u/1530617291-2cc003.m3u?orgId=1&topicId=1013&d=249&p=2&story=527114390&t=progseg&e=530560423&seg=12&ft=nprml&f=527114390","path":"/mindshift/48342/hall-passes-buses-lunch-duty-what-if-the-principal-could-focus-on-achievement","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2017/05/20170529_atc_free_the_principal_.mp3?orgId=1&topicId=1013&d=249&p=2&story=527114390&t=progseg&e=530560423&seg=12&ft=nprml&f=527114390","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Pankaj Rayamajhi hears something. Senioritis?\u003c/p>\n\u003cp>The director of school logistics and operations has a kind of sixth sense about that unique Spring affliction as he roams the hallways of Columbia Heights Education Campus, a public middle and high school in Washington, D.C.\u003c/p>\n\u003cp>Rayamajhi quickens his pace, walkie-talkie in hand, and turns a corner into a stairwell. Yep, senioritis. When they see him, the small group of students loitering on the stairs scatters back to class.\u003c/p>\n\u003cp>\"Right outside Whitaker's room there are some students here probably cutting class,\" he says into his two-way radio to a security guard. \"Can you please make sure these hallways are clear?\"\u003c/p>\n\u003cp>\"Copy that.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's just one of a hundred fires small and large the burly Nepal-born school administrator will handle on this day, tasks that in years past would have likely been handled by the principal.\u003c/p>\n\u003cp>We like to think of school principals, at their best, as instructional leaders with a laser focus on boosting student achievement, school culture and academic accountability.\u003c/p>\n\u003cfigure id=\"attachment_48343\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48343\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-7_slide-f423ce5c46cea88616356bb1583052c72df6c787-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji chats with a student after an argument between classes. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But too often principals and their deputies have to deal with hundreds of things that have little to do directly with teaching and learning: student discipline, school maintenance, the cafeteria, safety, transportation, paperwork — and lots more.\u003c/p>\n\u003cp>The \u003ca href=\"https://dcps.dc.gov/\">District of Columbia Public Schools\u003c/a> is taking a national lead in trying to change that by adding directors of operations and logistics. The idea is to liberate principals to focus more on teaching evaluation, planning and assessment and far less on milk, leaky faucets or security.\u003c/p>\n\u003cp>Rayamajhi oversees a daunting list of daily needs, from maintenance and security to procurement and HR. Part logistician, part disciplinarian as well as coach and security guard, he roams the hallways and lunch rooms, multi-tasking and talking to everyone, including the nearly 50 employees he manages.\u003c/p>\n\u003cp>If a teacher or teacher's aide needs something, they come to Pankaj, as he's known. \"Be it a teacher saying, 'Oh, my AC's not working and my sink's clogged' to a student survey that needs to be done in the next two weeks,\" he says.\u003c/p>\n\u003cp>\"It's been an immense help,\" says Maria Tukeva, principal at the 1,400-student \u003ca href=\"http://checdc.org/\">Columbia Heights Education Campus\u003c/a>, and the city's longest-serving principal. \"I was worrying about whether there was soap in the bathroom or there was toilet paper in the bathroom.\" These things are important, and urgent, Tukeva says. \"However, I also have to worry about is everyone learning how to read at a high level, is everyone learning math at a high level.\"\u003c/p>\n\u003cp>What began in D.C. in 2014 as a small pilot project has now spread to 70 of the city's 115 public schools.\u003c/p>\n\u003cp>Lots \u003ca href=\"how%20they%20did%20the%20detailed%20statistics,%20particularly%20the%20online%20and%20in-person%20comparison,\">of research\u003c/a> shows the vital link between school leadership and student success. But many principals say their daily to-do lists eat up valuable time they could better use to focus on instruction, motivation and innovation.\u003c/p>\n\u003cp>Tukeva says having Rayamajhi has helped free her and her staff to spend more time on instructional feedback and professional development. \"To do an excellent job, principals and assistant principals need to spend the majority of their time in the classrooms and with teachers and in planning curriculum,\" she says, \"all those things that go into a strong instructional program.\"\u003c/p>\n\u003cfigure id=\"attachment_48347\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48347\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-6_slide-6ca3d20c384bfe78fd9a1a5f349699f0d831514d-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji enlists the help of a few middle schoolers to pick up trash. \"It blows in off the street,\" he says. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Chief operations officer?\u003c/strong>\u003c/p>\n\u003cp>Rayamajhi has had to handle everything from rescuing a janitor stuck in a broken elevator at 11 p.m. to settling a student's family problem by calling his uncle in Guatemala.\u003c/p>\n\u003cp>He also oversees the school's five daily lunch sessions. Food for 1,400 in a small time window. What could go wrong?\u003c/p>\n\u003cp>\"This is where the magic happens,\" he says amid a cacophony of student jostling and noise. \"This is organized chaos.\"\u003c/p>\n\u003cp>On this day, he quickly confiscates a basketball from a student dribbler. \"You know the rules, man,\" he tells him. \"Pull up your pants please, sir,\" he shouts to a saggy-jeaned sophomore nearby.\u003c/p>\n\u003cp>Also on Rayamajhi's to-do list: school registration. And transportation issues. Oh, and don't forget customer service for several dozen parents who come into the office daily, as well as the regular evening and weekend events at the school.\u003c/p>\n\u003cfigure id=\"attachment_48345\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48345\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-9_slide-6acff5376862be7b4a197c4c2486e57add95184f-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji checks in with teachers on lunch duty. \"It's organized chaos,\" he says. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>His list seems endless.\u003c/p>\n\u003cp>\"Field trips. That's all me. I have to get the buses,\" he says with a smile.\u003c/p>\n\u003cp>I ask him if he sees himself as a kind of the chief operating officer.\u003c/p>\n\u003cp>\"That's one way of putting it, yes,\" he says. \"It is a lot but it takes all of these off the principal and assistant principals so they can focus mostly on the classroom. Hey, where's your uniform, man?\" he asks a student not wearing the required blue top.\u003c/p>\n\u003cp>His day starts with a text or call at 6 a.m. from the school's lead maintenance man, Christopher Best, giving the physical plant update and all-clear.\u003c/p>\n\u003cp>Best, a 12 year veteran of the place, says things improved under Rayamajhi's stewardship. \"I report directly to him. Let him know what's going on for the day instead of burdening the principal. She's already got her plate full,\" Best says. \"Going through him is a lot smoother.\"\u003c/p>\n\u003cp>\u003cstrong>An idea whose time has come?\u003c/strong>\u003c/p>\n\u003cp>The duties of the American school principal have not fundamentally changed all that much in the last century. Few districts today have an operations chief to oversee and coordinate the majority of non-academic work.\u003c/p>\n\u003cfigure id=\"attachment_48348\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48348\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-5_slide-41009e2bf942139d855ceef1ef0764d68037ac10-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji's list of duties includes bringing students back in from recess. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In many traditional public schools, it still falls on the principal and assistant principal to oversee learning as well as \"all of those logistical and managerial tasks that are supporting student learning,\" says Bob Farrace, director of public affairs for the National Association of Secondary School Principals, or \u003ca href=\"https://www.nassp.org/?SSO=true\">NASSP.\u003c/a>\u003c/p>\n\u003cp>Farrace says NASSP does not track or have any data on which districts in the U.S. have added operations managers. But the practice is not widespread and confined mostly to large urban districts, Farrace says.\u003c/p>\n\u003cp>\"It's the rare principal that doesn't need more support with administrative tasks,\" he says, \"but that doesn't mean the principal is going to abdicate duties for those things.\"\u003c/p>\n\u003cp>Farrace argues that creating an ops or logistics manager simply isn't practical budget-wise for many districts, especially smaller and rural ones. \"These are the principals that are full-time instructional leaders, and coaching baseball and driving the bus in the morning.\"\u003c/p>\n\u003cfigure id=\"attachment_48354\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48354\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-1020x214.jpg\" alt=\"\" width=\"640\" height=\"134\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-1020x214.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-160x34.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-800x168.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-768x161.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-1180x248.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-960x202.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-240x50.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-375x79.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85-520x109.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/05/l_johnson-pankaj-4_custom-59538cae8b68e82b9548cf89c9e00c4cad67d4fd-s1300-c85.jpg 1300w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji handles a lunchroom mess until a janitor can get there. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The practice is common, however, in many charter schools. In fact, the D.C. schools hired Doug Hollis, a school operations expert, from a city charter school in 2014 to run a pilot project with nine schools. Hollis now manages the expanding program.\u003c/p>\n\u003cp>It's not just liberation from toilets, soap, milk and buses. Columbia Heights Principal Tukeva says now she and her deputy principals no longer have to deal with streams of paperwork for hiring, procurement or registration.\u003c/p>\n\u003cp>Most of all, she says, they can better focus on academic and long-term planning and the vital work of observing teachers, with coaching and feed-back on classroom methods and following student assessments.\u003c/p>\n\u003cp>\"And then working with teacher teams to see how these results should be used to adjust instruction.\"\u003c/p>\n\u003cfigure id=\"attachment_48344\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48344\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/05/l_johnson-pankaj-8_slide-ff05fcec12ac6cc1f984723b0e4259ef15cc1ac6-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\">\u003cfigcaption class=\"wp-caption-text\">Rayamaji discusses testing logistics with a teacher and security officer. \u003ccite>(NPR/LA Johnson)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>DCPS officials say it's too soon to tell. But the hope is the program helps boost student achievement, saves money and improves efficiency. The District aims to add more directors of operations and logistics to more of the city's schools over the next few years.\u003c/p>\n\u003cp>\"Corporations, they all have a director of operations, a chief operational officer. So this is definitely something that we need on a permanent basis in all schools,\" Tukeva says.\u003c/p>\n\u003cp>Back in the hallway, Rayamajhi speaks firmly yet politely into his walkie-talkie, readying for another chaotic lunch shift.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"OK, all security let's get ready for first lunch please. All security, let's get ready for first lunch!\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Hall+Passes%2C+Buses%2C+Lunch+Duty%3A+What+If+The+Principal+Could+Focus+On+Achievement%3F&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48342/hall-passes-buses-lunch-duty-what-if-the-principal-could-focus-on-achievement","authors":["byline_mindshift_48342"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_1041","mindshift_21097"],"featImg":"mindshift_48346","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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