Amalie Morgan’s Post

Our work is SOLID 📚📚📚 ⤵️ We develop our work on books that bring value and transformation both to the soul and to the practical work we do to shape instructional leadership development. Here are the titles: 1) Culturally Responsive School Leadership (CRSL) by Muhammad Khalifa This text surmises critical components of CRSL through a real-time case study of an instructional leader who activates and engages liberation through student voice, agency, compassion, care, and accountability for both students and adult teaching staff. 2) Coaching for Equity AND The Art of Coaching Teams by Elena Aguilar: Coaching for Equity equips us with the “how” of centering equity through transformative and impactful leadership. The Art of Coaching Teams provides us with a framework and so many tools (available on her website too) on building awareness around emotional intelligence, its impact on our roles in schools, and building emotional resilience for the teams you lead. 3) Ratchetdemic by Dr.Christopher Emdin This text creates space for us to unpack the traditional systems of compliance, control, and conformity that lend way to a path of cultivating genius and liberation by doing the soul work within so that we can show up ready to dismantle and rebuild for the flourishing of our students and the teachers that serve them. We’ve done the work of researching and experiencing the benefits of this work and can’t wait to share it with you during our February “Leading with Soul Cohort” for folks like you who are lifelong learners eager to keep forging the path to build strong instructional practices in your school building that will organically produce student genius through identifiable academic and behavioral outcomes. Comment LWS to get detailed information sent to your DM.

🧠 Reimagine Your Learning Environment - A webinar especially for you. Attention educators and leaders in early childhood or primary education! Give yourself the gift of transformation with a two-hour online webinar that will contribute to your professional growth, exploring the power of Reggio Emilia's principles and neuroscience in teaching and leadership. In this seminar, you will: ✨ Discover the foundational values of the Reggio Emilia Approach and how to apply them effectively in your educational setting. ✨ Learn how to create a brain-activating environment that nurtures students' learning, creativity, and growth. ✨ Gain language and concepts to cultivate a dynamic learning culture within your team, benefiting educators, students and families. Participants' feedback on my recent ACEL presentation, which forms the basis of this webinar, described it as 'engaging, inspiring, and full of practical insights.' I am so excited to share these valuable strategies with you online. 📅 Save the date: Wednesday, 16 October, from 7.00 to 9.00 PM. Join me to explore new approaches and cultivate an impactful learning environment in your context. You can reserve your spot now: https://bit.ly/4euhEpP. Education transforms. Let's evolve together.

Educators: Have you designed an individualised Professional Development plan for 2024? If the answer is ‘no’, or your PD plan is usually a one-size-fits all approach imposed by school leadership, it may be timely to start thinking about how you might personalise your own PD — before January draws to a close. Research by Dr Kay Oddone in Teaching and Teacher Education: Leadership and Professional Development shows that having a Professional Learning Network (PLN) provides many individualised growth opportunities, such as: ⚡ provides relevant, up to date learning ⚡ supports learning across many different disciplines & mediums (digitally connected) ⚡ supports professional autonomy and agency to target personalised learning needs ⚡ enhances student learning experience and outcomes ⚡ encourages the sharing of learning experiences across a broader network ⚡ provides a social nature of professional learning, offering greater social connectivity and peer support Consider taking a more personalised professional learning and development approach for the year ahead, by setting up your own PLN today. Read more here:  https://lnkd.in/gNFSwJJQ #teacherdevelopment #professionaldevelopment #educationworkforces #teacherlearning #teacherPD #schoolworkforces

Based on a survey conducted in 2022 by the American School Panel of the Rand Corporation, 85% of school leaders regularly face job-related stress arising from various mandates and challenges. Despite clear evidence demonstrating the positive effects of instructional leadership on student achievement, numerous school leaders find themselves overwhelmed. They frequently cite constraints like insufficient time for instructional responsibilities, discomfort with classroom visits, and a perceived lack of expertise in guiding teachers' practices. Neglecting to prioritize instructional leadership will impede the development of teachers' leadership capacity, which will negatively impact student achievement. Elevated Vision Educational Consulting, LLC is here to help school leaders with prioritizing instructional leadership and enhancing the leadership capacity of their teachers. Our services are tailored to meet the specific needs of each school leader and institution, providing customized professional development, personalized coaching, and mentoring for school leaders and teachers. As you prepare to close the 23-24 academic school and begin to plan for the 24-25 school year, let Elevated Vision Educational Consulting, LLC mitigate your stress and help you strategically plan for a successful year. Go to getelevatedvision.com and sign up for a consultation call with me today!

Professional development can have a huge impact on building strong foundations for teachers when it comes to understanding what kinds of instruction work best in the classroom and fully engaging students in the curriculum. Learn from our panel of experts Penny Ciaburri, Renée Golz, Jared Kahmar, and Dr. Jessica Irwin as they explore tactical ways to ensure your teachers are getting the most from their professional development through a targeted approach, engaging teachers, strategies for translating professional development into practice, communication about progress and opportunities, leadership facilitation, and key methods for instigating widespread educational advancement. Watch here: https://lnkd.in/g-XjjQb5 Need Continuing Education (CE) credit? Follow the link to learn more about how you can gain CE credit from this webinar!

How do I know that I need a strategic plan? Strategic plans are a great tool to help school system leaders set direction, articulate goals, and improve processes, practices, and systems that directly impact teaching and learning. Although most school systems typically refresh their strategic plans roughly every 5 years, it is important to consider the factors that may lead a school system to create or update its strategic plan: - Senior leadership changes, leading to a need to instill confidence in school leaders and staff - Declining or inequitable student outcomes or experiences  - A lack of alignment or direction across leadership, staff, and/or the community on the school system's priorities - Anticipation of significant external changes to your school system (i.e. funding changes, curriculum updates, etc.) - A desire for a new vision or reimagination of what could be possible for teaching and learning at your school - Growth through acquisition or merging with another school system, necessitating a need to align on a strategic plan across the new organization Is it time for your organization to design or renew your strategic plan? Contact us at Info@attunedpartners.com to get started. 

THE APPLICATION PERIOD FOR THE 2024-25 MIDDLE LEADERSHIP ACADEMY OPENS TODAY! The Network's Middle Leadership Academy (MLA) is an academic, year-long, professional development opportunity for evidence-based projects, collaborative learning, and leadership development. We invite cross-functional teams of faculty, staff, administrators, and students from each campus to apply for the 2024-25 Middle Leadership Academy. The Academy is grounded in a problem-based learning model that motivates participants to “lead from the middle” as they explore and apply strategies to support equitable student learning, engagement, progression, and success on their campuses. Learning outcomes: *Equity – Examine inequities in student outcomes and understand the contributing sources at their CSU campuses.  *Knowledge – Apply research-based evidence to advance equitable student success efforts on campus via a project-based model. *Assessment – Apply knowledge of assessment measures to appropriately develop and implement a plan to assess project interventions. *Relationships – Build relationships with colleagues on their campus and from across the CSU who are involved in campus-level efforts supporting equitable student success. *Leadership – Build leadership identities, skills, and agency to help lead equity-driven change within the CSU.  Interested teams should identify a team lead that will complete and submit the application on behalf of your team. Applications for the 2024-25 MLA are due by September 20. APPLY HERE: https://lnkd.in/e6qFE2Fy

*New* blog from my recent visit to Gary Headland DL and his senior team at Activate Learning with Claire Nicholson-Clinch. Activate Learning stands out for its approach to innovation and its steadfast commitment to nurturing the leaders of tomorrow. A dynamic learning philosophy places emphasis on adaptability, creativity, and critical thinking. Gary Headland, the Group CEO, takes an all-college approach, bringing together students, faculty, staff, and administrators in a vibrant community of learners. https://lnkd.in/eFi7-AW4

Really enjoyed speaking to middle leaders from Wycombe High School today on fostering meaningful conversations between subject and senior leaders to support curriculum development. Drew on work from Christine Counsell, Geraint Brown and Ruth Ashbee to explore: 👉🏻 why understanding subject distinctiveness matters; 👉🏻 the function of substantive and disciplinary knowledge in different subjects; 👉🏻 the importance of sequencing. We looked at: ❔practical examples of questions to support positive interrogation of subjects by senior leaders in routine line management; 🔬ways in which subject leaders can avoid senior leaders from viewing their subjects and teaching through poor common proxies. Key takeaways: 👥 engagement with a subject community, where possible, is key to teacher development; 🤝 senior leaders need to respect the expertise of subject leaders, and subject leaders need to find a way to communicate the essence of their subject to SLT; 🏫 leading curriculum is the responsibility of the entire SLT. Thank you to Nicola Renyard and Jack Rushton for inviting me - what a fabulously thoughtful and receptive team of middle leaders you have!