Index

Accountability, 20, 68
Administrators
- credibility of, 14–18, 19 (table)
- self-care for, 8–11
- taking care of colleagues, 12–14, 14 (table)
- See also Leadership
Adult learning theory, 34
Agency, 104
American Academy of Family Physicians, 14
Andragogy, 34
Asked-for feedback, 110
Assessments, 97–101
Autonomy, 20

Barron, K. E., 102–103
Baseline for measurement in expectations, 68
Beaudoin, M. F., 3
Benevolence, 15
Breaks, regular, 9, 44
Brown, V., 76

Capacity, 20, 48
Challenge, striving for, 107–109
Chambers, M., 66
Change agents, administrators as, 103–106
Charisma, 16
Chavez, A., 11
Check-ins with staff members, 12–13, 26, 43
Clarity in expectations, 68
- of teachers, 72–76
Climate. See School climate
Clinton, J., 94
Coaching and facilitating in distance learning, 85–87
Collaborating in distance learning, 83–85
Collaborative inquiry cycles, 38–42, 39–40 (figure)
Collective teacher efficacy, 101–103
Communication
- in dialogue more than monologue, 113–116
- of expectations, 68
Compassion fatigue, 13–14, 14 (table)
Competence, 15, 17
Competency, 15
Consortium for Chicago Schools Research (CCSR), 23
Covey, S. M. R., 15
COVID-19 pandemic, 1, 6, 124–125
Credibility, leader, 14–18
Critical thinking, 72, 73
Culturally sustaining pedagogies (CSP), 76–77
Culture, 7, 27

Daily welcome messages, 26
Data collection, 97–101
Decisional capital, 104, 106
Dedicated workspaces, 9
Deliberate practice, 88
Demonstrating in distance learning, 81–83
Dialogue, engaging in, 113–116
Direct instruction, 81–82
Discussion skills, 85
Distance learning, 1–3
- coaching and facilitating in, 85–87
- collaborating in, 83–85
- culturally sustaining pedagogies (CSP) in, 76–77
- demonstrating in, 81–83
- distributed leadership and, 21, 21 (figure)
- expectations for, 69–70
- input training, 42–45
- instructional framework for, 78–80, 78 (figure)
- learning beliefs at a distance and, 36–37, 37 (figure)
- microteaching in, 51–52, 52–54 (figure)
- need for professional learning and, 34–35
- personalized learning, 55–56, 56 (figure)
- practicing in, 87–89
- revisiting school goals in light of, 65–67
- safe practice in, 46–47
- school climate and (See School climate)
- social presence in, 57–58, 58 (figure)
- stakeholder advisory groups for, 23–24
- virtual learning walks in, 47–50, 49 (figure)
- virtual visibility in, 25–26
Distance Learning Playbook for Parents, 59
Distributed leadership, 20–21, 21 (figure)
Donohoo, J., 101
Dynamism, 16, 17

Education Trust, 24
Elliott, J. K., 13
Elliott, K. W., 13
Empathetic feedback, 110–111
Empathy, 72, 73, 110–111
Empowerment, 68, 104
Escobedo, F., 8
Expectations
- aligning goals to, 68–71
- clarifying teacher, 72–76
- distance learning, 69–70
Explanations and examples, 83

Families
- explicit communication of goals with, 117–119, 117 (figure)
- parent education and support for, 59–61
- surveys of, 28–30 (figure)
- ties with communities and, 23, 26
Feedback, understanding and acting on, 110–112, 112 (figure)
Feel of school, 26–31, 28–30 (figure)
Figley, C. R., 13
First-person statements, 82

Garmson, R., 113
Genuineness, 72, 73
Getty, S., 102–103
Goal orientation, 107
Goals
- aligned to expectations, 68–71
- explicit information on, 117–119, 117 (figure)
- lesson, 87
- revisited in light of distance learning, 65–67
- striving for, 107–109
Goldberg, S., 108
GREAT model, 110
Grouping, 87
Growth-oriented feedback, 110

Hattie, J., 1, 3
Health, Safety, Security, and Environment (HSSE) plans, 65
Healthy eating, 9
Honesty, 15
Hopkinson, D., 6
Hoy, A., 15, 38
Hulleman, C. S., 102–103
Human capital, 104, 106

I am a change agent and I believe all teachers and students can improve mindframe, 103–106
I am an evaluator of my impact on teacher and student learning mindframe, 93–96, 95 (figure)
I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others mindframe, 120–122
I collaborate with my peers and my teachers about my conceptions of progress and my impact mindframe, 101–103
I engage as much in dialogue as in monologue mindframe, 113–116
I explicitly inform teachers and students what successful impact looks like from the outset mindframe, 117–119, 117 (figure)
I give and help students and teachers understand feedback and I interpret and act on feedback given to me mindframe, 110–112, 112 (figure)
Immediacy, 16, 17
Influencer Marketing Hub, 25
Input training, 42–45
Institute for Organization Management, 68
Instructional framework, distance learning, 78–80, 78 (figure)
Instructional leadership, 64–65
- aligning goals to expectations, 68–71
- clarifying teacher expectations, 72–76
- coaching and facilitating in distance learning and, 85–87
- collaborating in distance learning and, 83–85
- demonstrating in distance learning and, 81–83
- distance learning instructional framework and, 78–80, 78 (figure)
- ensuring culturally sustaining pedagogies, 76–77
- practicing in distance learning and, 87–89
- revisiting school goals in light of distance learning and, 65–67
Instructional leadership teams (ILT), 6, 20–22, 21 (figure), 36
- collaborative inquiry cycles and, 38
Internal dialogue, 82
I see assessment as informing my impact and next steps mindframe, 97–101
“I” statements, 82
I strive for challenge rather than merely doing my best mindframe, 107–109

Kapur, M., 120
Knowles, M., 34
Kosovich, J. L., 102–103
KSS method, 108–109

LarkApps, 110
Leader credibility, 14–18, 19 (table)
Leadership
- distributed, 20–21, 21 (figure)
- instructional (See Instructional leadership)
- major functions of, 22
- mindframes in (See Mindframes)
- transformational, 64
- See also Administrators
Leana, C., 104
Learning beliefs survey, 36–37, 37 (figure)
Learning management systems (LMS), 48, 50
Learning walks, virtual, 47–50, 49 (figure)
Links to learning in collaboration, 85
Lloyd, C. A., 64

Manna, P., 2
Marcus, L., 65–66
Martin, 107
Mastery orientation, 107
McNulty, E. J., 65–66
Mehrabian, A., 16
Microteaching, 51–52, 52–54 (figure)
Midles, R., 20
Mindframes, 92–93
- I am a change agent and I believe all teachers and students can improve, 103–106
- I am an evaluator of my impact on teacher and student learning, 93–96, 95 (figure)
- I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others, 120–122
- I collaborate with my peers and my teachers about my conceptions of progress and my impact, 101–103
- I engage as much in dialogue as in monologue, 113–116
- I explicitly inform teachers and students what successful impact looks like from the outset, 117–119, 117 (figure)
- I focus on learning and the language of learning, 122–125
- I give and help students and teachers understand feedback and I interpret and act on feedback given to me, 110–112, 112 (figure)
- I see assessment as informing my impact and next steps, 97–101
- I strive for challenge rather than merely doing my best, 107–109
Mindset check-ins, 12
Modeling, 83
Monitoring, 85
Monologue, 113–116
Morning routines, 9

National Preparedness Leadership Initiative, 65–66
National School Reform Faculty, 99
New leadership, 105
New York Times, 122
Nichols, K., 20
Nondirectivity, 72, 73

Office hours for families, 26
Omnibus T-scale, 18, 19 (table)
Openness, 15
Optimus Performance, 108

Pacing, 83
Paraphrasing, 113
Parent education and support, 59–61
Pausing, 113
Paying attention to self and others, 114
Peer collaboration, 83–85
Pérez, L., 6
Personalized learning, 55–56, 56 (figure)
Personal learning network (PLN), 55
Posing questions, 113
Practicing in distance learning, 87–89
Presentation Zen, 16
Presuming positive intentions, 114
Principal trust survey, 112 (figure)
Productive failure, 120–121
Productive success, 120–121
Professional capacity of staff, 23, 48
Professional capital, 104
Professional learning
- collaborative inquiry cycles in, 38–42, 39–40 (figure)
- input training, 42–45
- learning beliefs at a distance and, 36–37, 37 (figure)
- microteaching in, 51–52, 52–54 (figure)
- need for, 34–35
- parent education and support and, 59–61
- personalized learning in, 55–56, 56 (figure)
- principles of adult learning theory and, 34
- safe practice in, 46–47
- social presence and, 57–58, 58 (figure)
- virtual learning walks in, 47–50, 49 (figure)
Prompting turn taking, 114
Providing data, 114
Putting ideas on the table, 114

Real feedback, 110
Reference point for expectations, 68
Reflection, 44
Reliability, 15
Richardson, S., 64
Rigor, 83, 87
Robinson, V. M. J., 64
Routines
- collaboration, 85
- morning, 9
Rowe, K. J., 64
Russo, R., 6

Safe practice in professional learning, 46–47
Salcedo, J., 92
Scaffolding, 87
School climate
- administrator self-care and, 8–11
- defined, 7
- distance learning and, 6–7
- feel of school and, 26–31, 28–30 (figure)
- instructional leadership teams (ILT) in, 6, 20–22, 21 (figure)
- leader credibility and, 14–18, 19 (table)
- major functions of leadership and, 22
- stakeholder advisory groups and, 23–24
- taking care of colleagues and, 12–14, 14 (table)
- virtual visibility and, 25–26
Second-person statements, 82
Self-care, administrator, 8–11
Sleep, 9
Smith, R., 3
Social capital, 104, 106
Social presence, 57–58, 58 (figure)
Solly, B., 20
Spaced practice, 88
Spears, S. G., 13
Speed of Trust, The, 15
Staff meetings, 12–13, 26, 92
- input training, 42–45
Stakeholder advisory groups, 23–24
Statement of goals for lessons, 83
Student Achievement Partners, 34
Student-centered learning climate, 23
Student-teacher interactions, 74–76
Success stories, 16
Surveys
- family, 28–30 (figure)
- learning beliefs, 36–37, 37 (figure)
- principal trust, 112 (figure)

Task design, 85
Think-alongs, 82
Timely feedback, 110
Transformational leadership, 64
Trejo, D., 51–52
Trust, 14–15, 17
- mindframe for building, 120–122
- Omnibus T-Scale on, 18, 19 (table)
- principal trust survey, 112 (figure)
Tschannen-Moran, M., 15, 38

Unconditional positive regard, 72, 73
Unproductive failure, 120–121
Unproductive success, 120–121
U.S. Chamber of Commerce, 68

Virtual learning walks, 47–50, 49 (figure)
Virtual visibility, 25–26
Visibility, virtual, 25–26
Visible Learning, 1–2, 2 (figure), 88, 124
Vygotsky, L. S., 86

Wellman, B., 113
William, D., 2