Principal Project

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A network connecting school leaders with high-quality resources – and with one another. Now part of the @edutopia.org family! Sign up to get our monthly mailings: https://www.edutopia.org/principal-project

This describes a series of questions the author of this article cites as being the top questions for districts to ask themselves about using AI: 1. What do we want students and educators to understand about AI? 2. How do we protect student data while still preparing students for the world that requires these skills? 3. What expectations do we need to communicate consistently? 4. How do we help educators, students, and families feel confident instead of overwhelmed?
This graphic is green and has a lightbulb flower on it. It reads: "Keep initiatives on track with The Weekly Heartbeat by Superintendent Joseph Jones. Learn how this simple practice keeps daily work tethered to your district's larger vision.
This is a picture of the Principal Project newsletter on a cell phone, and it reads, "A newsletter built for the everyday realities of leadership.
"One core lesson I learned as a school administrator was to never give people a solution to a problem they don't have." - Michael McDowell, Educator
4 practical ways administrators can support teachers. 1. High visibility and recognition. 2. Focus on high-impact strategies. 3. Give purpose to data collection. 4. Honor time, share agendas, communicate efficiently.
How administrators can keep their morale up. By George Farmer
Building collective teacher efficacy in weekly team meetings. By Stephanie Thomas
What to do when one of your best teachers leaves
“Working in high-needs schools taught me something I will carry into every leadership space: Compassion does not remove the storm. But it determines whether people feel alone in it.” —Katy Myers Allis, Principal
What it takes to retain teachers in high-needs schools. By Katy Myers Allis
Are you micromanaging? Carefully considering these five questions can help leaders understand whether they are empowering staff members—or disregarding their expertise. By Crystal Frommert
How to set up and then evaluate school initiatives, by Alex Shultz
How administrators can use data to explore issues of equity. By Robert Feirsen & Seth Weitzman
“This is a people business. Students and staff need to see and feel your presence and that you’re accessible.” —Laura Tobias, Principal
"A school where teachers know, trust, and honor each other is a school where students learn best." —Mary Davenport, Principal
Scaling up when only one teacher attends PD. By James Fester
How to create a crisis handbook to prepare your school for emergencies, By Sandy Sheppard & Gregory Hedger
How do I carve out time for what I need to do as a leader? By Andrew Miller.
Implementing a PBL design challenge in your school. By Lisa Beck & Kim Mishkin
“When adults align around clear expectations, when belonging and rigor coexist, and when schools are designed to support rather than overwhelm teachers, student achievement rises.” —Derrick Love, Chief Academic Officer
A long-term process for onboarding new principals. By Robert Feirsen & Seth Weitzman
A 4-step school improvement process that works. By Dan Fisher
Supporting Students Facing Instability or Trauma, by Janice Wyatt-Ross
“When PD is aligned with individual teacher and broader school goals, it has the power to energize educators, strengthen instruction, and foster collaboration.” —Kasey Short, Educator
Graphic with a header reading "Principal Project (handshake emoji) Edutopia." Text below reads: Here’s some of what you can expect: • A personalized newsletter focused on the need-to-know leadership insights of the moment • Ask Us Anything events featuring experts, researchers, and fellow leaders • Direct feedback channels so you can shape what we cover—and when
"Yesterday a student told me that he always looks for me because I give him a 'sense of home.' I had no idea he felt that way. Relationships matter. Let's make that our priority." ––AP Amy Limerick
"We don’t always know what our teachers are going through. Check on them. Take their class for a moment. Get a coffee. Grab those donuts. Write a card. Offer a shoulder or word of praise. Relationships matter!" —Principal Adam Mokelke
Reimagining PLCs as instructional impact teams, by Principal Erika Kersey via Edutopia
First page of the ISY Crisis Decision Matrix, showing policies for "low risk" situations.
What’s one way your school community supports students and staff observing Ramadan?
"Leaders, lead with love, empathy and hope! Build those strong relationships and connections with trust and authenticity! Listen and become compassionate before the passion takes over! Tough times require not only tough choices, but grace and love as well!" —Principal Salome Thomas-El
An intentional system-level approach to effective AI use, by leader Tony Frontier via ASCD
The first page of the linked resource, a graphic organizer for educator teams to use to analyze student attendance data and identify next steps.
To build coping skills successfully, students need consistency. By educator Lindsey Paricio-Moreau via Teach Plus
Screenshot of a spreadsheet with a place for students' names down the side and a list of common IEP accommodations across the top, allowing teachers to see all needs in one view.
The front of a postcard that shares a middle school's mission statement with a plant illustration.
"At staff meetings, we draw two names of staff members. Then everyone in the meeting writes an affirmation on a card. I punch those cards and place them on a ring to give to those drawn. Gratitude takes team effort." —Principal Mindy McGinn
Two people write on a bulletin board with the header "Cross Curricular." Along the left side of the board is a list of subject areas (ELA, Science, Math, History, etc.)
A screenshot from the linked resource, listing possible meeting opening prompts, such as "What is one positive way you saw your impact in the past week?"
When you need to reset a relationship with a student, ask the students what it would take. Kids understand repair and healing but often need to do it on their terms. Sometimes just saying: I believe this is hard. I believe your experience is real. I care about what you think. I am going to stick with you. Simple phrases are often all it takes. Everyone, including students, wants to feel worth the effort.” —Leader Sarah Sirgo
To build coping skills successfully, students need consistency. By educator Lindsey Paricio-Moreau via Teach Plus
"Every student holds a spark within them – sometimes buried beneath struggles with behavior or academics. Our job isn’t to extinguish that fire, but to help them find their awesome, discover their why and turn that spark, that energy and even those struggles into passion, purpose and success. That’s when real learning – and healing – begins." —Leader Bryan Pearlman
Can we have better classroom conversations in challenging times? Via Greater Good Magazine
How do you connect with fellow colleagues in similar leadership roles?
Hispanic Heritage Month resources for your school community, via National Museum of the American Latino
Screenshot from Learning Forward, featuring a table that outlines a support plan for new teachers.
A back to school toolkit, via Learning Forward: Tell your community about the value of professional learning. Strengthen your professional learning strategy. Support new and veteran teachers.
Screenshot from a "Schoolwide SEL Walkthrough Protocol" found at the link. The section in the screenshot includes the first piece of a rubric focused on classroom climate and practices.
How teachers can use AI to listen, reflect and build math classroom community. By educator Al Rabanera via EdSource
Screenshot from the linked resource which offers a protocol for holding meaningful five-minute conversations with students' caregivers.
Screenshot of a chart from the linked resource that can be used to map when, how and by whom information is presented to new teachers.
Conference room table with the words "Cougar Pride" visible on a wall in the background. On the table are several small piles of school "swag" for new staff.
Screenshot of a guide available at the linked resource, which offers teachers resources in support of the question, "What state must I be in to create the environment my students need?"
11 tips to support math learning and teaching over breaks via NCTM