VOICE AN INTERVIEW WITH RUSSELL QUAGLIA "STORIES" FROM SAANYS' 50TH ANNIVERSARY CONFERENCE
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FALL
2022
Exploring
Educational
Leadership
VOICE
• AN INTERVIEW WITH
RUSSELL QUAGLIA
• “STORIES” FROM SAANYS’
50TH ANNIVERSARY
CONFERENCE
YOU ASK, WE ANSWER
What cons could there
possibly be for switching to Dear Always Driving,
state in their contracts that to be
a new district in order to eligible for health insurance
save commuting time? That is a great question. Being that benefits in retirement, you must
we are in the Great Resignation, have worked for that specific unit
and there being an abundance of or employer for a given amount of
opportunities and new roles time and retire from the employer.
Dear Kelly, available in many school districts, it So, if someone worked at Employer
is hard to not consider alternatives A for 27 years, and then went to
elsewhere. Especially with gas Employer B with only three years
I only have 3 more years until my full prices being what they are and remaining to work, they may
retirement age, and I am considering your commute being what it compromise that healthcare in
changing districts for a few different currently is. There are many their retirement piece, which can
factors which can play into making be a significant factor. That being
reasons. By making the switch, I would this decision, salary changes, a said, these types of stipulations
save 30 minutes of travel each way, new role in general, etc. When vary from employer to employer.
and make the same amount of money. considering this with an awareness My advice to you would be that you
to retirement benefits, you must review each districts’ contract
Should I consider anything else be cautious with the decision you thoroughly first to make the most
(financially) before making the change? make. Many districts or BOCES educated decision.
-Always Driving Sincerely,
Kelly DeMay is a Financial Advisor with Equitable
Advisors. Equitable Advisors partners with SAANYS to
Are you considering switching jobs? Consider this: provide financial articles, seminars, guidance and
Will your the new position jeopardize your eligibility planning for SAANYS members.
with...
As a SAANYS member, you are able to receive
complimentary meetings to review your financial
Your NYS Pension?
situation and plan for the future.
Healthcare benefits in retirement?
Student loan forgiveness programs?
Your ability to save for retirement?
To set up a complimentary meeting with a Financial Professional or
submit a question for Kelly, please email Kelly.Demay@equitable.com,
If you're not sure, we suggest meeting with your financial
don't forget to mention your SAANYS membership.
professional to get some answers.
Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory
products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable
Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular
circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit
https://equitable.com/crs to review the firm's Relationship Summary for Retail Investors and General Conflicts of Interest Disclosure.
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Contents
Giving Voice | 5
COVERSTORY FALL
2022
to Voice: from practitioners
An Interview with
Russell Quaglia, This magazine is published
three times a year by the
co-author of
School Administrators Association
The Power of Voice of New York State
in Schools 8 Airport Park Boulevard
by Ellen Ullman Latham, NY 12110
(518) 782-0600
Fax: (518) 782-9552
Managing Editor
Michelle B. Hebert | SAANYS
Editorial Board
Karen Bronson | SAANYS
Peter DeWitt | Educator, Author
from practitioners Jennifer Drautz | Voorheesville
FALL
2022
Paul M. Fanuele | Spackenkill
Cindy Gallagher | SAANYS
Tech Tools for Faculty Meetings | 15 Scott McDonald | Cobleskill-Richmondville
by Laurie Guyon John McKenna | Williamsville
Essential Leadership Strategies | 19 Lisa Meade | Schenectady
for Navigating a Crisis
by Dr. John E. McKenna Layout & Design
Breath by Breath: | 23 Sharon Caruso | Graphic Designer
Finding Calm Amidst the Storm
by Dr. Rochelle I. Mitlak The statements of fact and opinion made
COLUMNS Reflections from an Equity Team | 27
by Dr. Megan Wideman
herein do not necessarily imply or reflect
the opinion or philosophy of the
FYI | 11 School Administrators Association
Sara Hit the Jackpot! | 31
Balancing Life and Leadership of New York State.
Trade Talk | 46
by Sara Ortiz
Address any correspondence to:
Spinning a Web of Support: | 35 VANGUARD/PRACTICES
Leveraging Technology and 8 Airport Park Boulevard, Latham, NY 12110
Collaboration
by Jeffrey M. Green and Michael LeGault Advertising does not imply endorsement of
10 Minutes for | 39 the products contained in this publication.
Professional Growth
by Amy Konz and Ed Rinaldo Corporate Sponsorship
Deborah Taylor | Director of Corporate Svcs.
Supporting Each Other — | 41
(518) 782-0600
A Silver Lining of the Pandemic
by Linda Doty, Stephanie Griffin,
Donna Simmons, Jennifer Sullivan,
and Mary Volkomer
Can You Hear Them? | 43
Giving Voice to Our Students
by Anna Rose Sugarman www.saanys.org
VANGUARDCOVERSTORY
AN INTERVIEW WITH RUSSELL QUAGLIA
Giving Voice to Voice
You know what drives Dr. Russell J. Quaglia crazy? When people say
By Ellen Ullman they are going to give students voice. “You are not giving them voice,”
says Quaglia. “You are giving them an opportunity to share their voice.”
It’s an important distinction, and one that Quaglia knows well. As the
founder of the 40-year-old Quaglia Institute for Student Aspirations, he’s
been described as America’s leading authority on the development and
achievement of student voice and aspirations. He has written surveys,
speeches, policy briefs, articles, and books on the subject, serves on several
national and international committees, and works with hundreds of
schools to provide customized voice and leadership training for students
and staff.
5 www.saanys.org
VANGUARDCOVERSTORY
Earlier in his career, Quaglia was see how those ideas are received and ing them into action and accomplish-
studying student aspirations and weigh the risk-reward for future ments.
became dismayed by hearing people sharing. Quaglia says that eye contact,
say that kids don’t have goals or that appreciation for shared ideas, and open WHY VOICE MATTERS
they have goals but aren’t inspired to dialogue about different viewpoints
get to them. “It’s an easy out to say, all help us ensure that our ideas are Back in the days when many of
‘I want to be a doctor, but I don’t like appreciated rather than judged. the people reading this article were in
science class,’” he says. “We found an People are more willing to share school, people didn’t ask us our opin-
incredible disconnect and began to their ideas in a culture of respect. ions and thoughts. It just wasn’t done.
study what created that disconnect.” Students respect teachers who are But in this time of authentic learning
Quaglia’s team learned that the honest with them and take the time — in which we encourage teachers to
disconnect was due to many factors, to know them as unique individuals connect their lessons to real-world is-
including self-worth and engagement, with important perspectives to share. sues, problems, and applications — it’s
but one driver kept coming back: impossible to do so without stu-
giving students an opportunity dents having a voice. “Student
to share their voice. As he says, voice is the gasoline that powers
“We started to understand that our initiatives,” says Quaglia.
it’s not about what they want “Without voice, students are run-
to be but about the person ning on air and will run out of
they want to become. Students gas.”
questioned who they were in Giving students an opportuni-
this process and the only way to find Teachers appreciate those same ty to share their voice can make
the who was to ensure that they felt characteristics in their colleagues and a real difference and have meaningful
comfortable enough to share their administrators. When there is mutual impact. Data collected by the Quaglia
voice.” respect, people are more likely to share Institute from 2009 through 2018 show
their thoughts and ideas. that when students have a voice, they
DEFINING VOICE The second component of voice are three times more likely to experi-
is offering realistic suggestions for ence self-worth in school, five times
In order to ensure that everyone more likely to be engaged in school,
the good of the whole. “With trust
in your school district has a voice, the and five times more likely to have a
and respect as the foundation, it is
first thing to do is to clarify what voice sense of purpose in school. Other bene-
important to be able to express not only
even means. Here’s how the Institute fits of listening to and acting on student
what you think, but to offer realistic
defines it: Voice is sharing thoughts and voice include a higher level of collabo-
suggestions that benefit others,” says
ideas in an environment underpinned ration between students and teachers,
Quaglia. But suggestions need to be
by trust and respect, offering realistic improving the school’s environment
realistic rather than noise, e.g., having
suggestions for the good of the whole, and culture, and forming stronger re-
a longer recess once a week rather
and accepting responsibility for not lationships and connections.
than having recess all day every day.
only what is said but also what needs During the pandemic, student
The goal is for people to offer realistic
to be done. voice became even more important and
suggestions that are creative, inspiring,
Let’s break that down. and achievable. Remember that the end purposeful, says Quaglia. “When we all
goal is to support everyone’s success. listen and learn, we create a powerful
The first component is sharing community while recognizing and
thoughts and ideas in an environment All stakeholders need to be willing
to contribute ideas that consider the celebrating individuality,” he says.
underpinned by trust and respect. “This kind of community allows us
Many people assume that it’s easy to needs of others.
The third component is accepting to be in a place where we celebrate
share thoughts and ideas, especially in belonging without anyone losing their
this age of TikTok. But we need to look responsibility for what needs to be
done as well as what is said. “When individuality. That’s the power of
deeper. “In order to share ideas and voice.”
suggestions that will impact decision well-planned action is taken, voice
making, there must be a foundation reaches its pinnacle. Too often, great
ideas collect dust because no one takes VOICE IN ACTION
of mutual trust and respect,” says
Quaglia. responsibility for implementing the One of the first steps to take to
Building a culture of trust in a next steps,” says Quaglia. If everyone make voice a part of your school is to
school takes effort, sincerity, and time. is responsible, then nothing gets done. gather data. Tools such as the Quaglia
Teachers and administrators develop Voice includes taking action to make Institute’s School Voice surveys mea-
trust with students by displaying a ideas a reality. Each of us must accept sure conditions across an entire school.
genuine interest in them and their responsibility for bringing about the You can ask students, staff, and par-
learning. Students and staff may be change we seek. Fully implementing ents/caregivers to do quick online
willing to offer ideas, but they will voice includes taking ideas and turn- surveys that provide administrators
with real-time reports. The next step
www.saanys.org 6
VANGUARDCOVERSTORY
is to develop shared objectives and let students have a voice, the greater gests that principals be as honest and
steps for improvement. In addition to your voice will become, he says. Your open as possible, sharing any restraints
school- or district-wide surveys, teach- voice will be more insightful and in- and pressure. “Don’t just say no,” he
ers can distribute individual classroom spirational. Voice grows exponentially says. “Let teachers know the param-
surveys to their students. when it’s shared among students, col- eters you’re under.” The leaders who
The Los Angeles Unified School leagues, and administrators. communicate and keep people up to
District (LAUSD) has worked with Schools can start encouraging stu- speed on where we are and why are
the Quaglia Institute since 2019. dents to share their voice by creating the most successful ones.
Together, they’ve created 13 schools of an environment that’s underpinned He recommends that leadership
action and infuse voice into all areas, by trust and respect. Students will do these three things:
including curriculum development be more likely to share what they’re
1. Assess how well you
and discipline. In the first year, the thinking when they feel safe. Class-
communicate.
district distributed 9,890 student room teachers can use different strate-
voice surveys and 4,207 iKnow My gies to incorporate student voice, such 2. Ask your staff if you can do
Class surveys to learn from the voices as regularly asking for student input, things differently to create an
of their students and work to grow meeting with students to set goals, environment built on trust and
and sustain practices that increase and encouraging students to choose respect.
student engagement and achievement. how they demonstrate their learning. 3. Figure out how to make it a
Between the fall of 2019 and the spring It’s important to remember that safe place in which teachers are
of 2021, LAUSD saw gains on 47 of the all students need to be included in rewarded and celebrated.
50 survey statements, including the this work. “We need to be way more
following: purposeful to listen to all students, in- When the potential of voice is
cluding students with special needs,” fully realized, schools will look and
• Students respect teachers, up by feel different. They will be filled with
says Quaglia. “They are a voice that
16.4 percent. has not been heard to the level of what cooperation, collaboration, and con-
they have to offer.” He cautions peo- fidence, with the educational commu-
• Adults at this school listen to
ple to never assume that students who nity working in partnership with one
students’ suggestions, up by
require greater attention already have another. The Institute says that schools
10 percent. that have taken steps to implement
voice and says that
• Teachers make an effort to get to all of us — but es-
know me, up by 7.8 percent. pecially students
• Learning can be fun, up by — have to be more
cognizant and be
7.1 percent.
taught to have bet-
Working with students to analyze ter conversations.
and understand the data helps create “Voice is not
a school experience in which staff and just verbal. It is far
students take shared responsibility for beyond what we
the health of the school community hear, and we cannot limit voice. We voice have seen fewer discipline prob-
and work together on continual want it as a collective: student, teacher, lems, better attendance, more engaged
improvement. Recently, students were parent, etc. It is critical to hear voices students and teachers, and greater self-
allowed to choose their own textbooks, of all students, understand why they worth and respect between and among
with parameters set by their teachers. say what they say, what they feel, and various community members.
The Maui School District, which how we can better help them express “There’s no way for students
has 30 schools, has also taken on voice themselves,” he says. and teachers to reach their fullest
as a primary focus. For the last three potential if we aren’t listening and
years, Maui has been building new VOICE AND LEADERSHIP learning what they have to say.”
schools with voice and aspiration as
primary drivers. Students have been Schools with a solid base of stu-
able to select mascots and to help dent voice are schools in which teach- Learn more about School Voice
define what the schools stand for. ers and administrators have a voice. and the work of the Quaglia
We often assume that principals have Institute by visiting
STEPS TO TAKE TO a voice because they are principals, https://www.quagliainstitute.org/.
GIVE STUDENTS VOICE but in a lot of cases they can only share
what the central office allows them to
“A lot of people think voice is a
share.
zero-sum game — that I’m losing my
Quaglia says the key to infusing ELLEN ULLMAN has been writing about
voice if I’m letting you share yours — education since 2003. She lives in Burlington,
principals with voice is by opening
but that is absolutely not the case,” Mass., and is the former editorial director for
channels of communication. He sug-
says Quaglia. In actuality, the more you eSchool News.
7 www.saanys.org
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MEETINGS
Faculty Meetings
Making Meetings Fun
We have all sat through meetings where someone is reading off
By Laurie Guyon
a slide or telling you information that could have been in an email.
SAANYS’ 50th Anniversary Each time that happens, it’s a missed opportunity to build community
Conference Presenter
and collaboration with our staff. While the information is essential,
there are better, more effective ways to communicate and work
together toward a common goal. We don’t have to dread the faculty
meeting. Instead, we can look forward to it as we build bonds and
share ideas. A few tweaks to our agenda and employing some of the
best educational technology (edtech) tools can make a difference.
15 www.saanys.orgPRACTICES: ENGAGING MEETINGS
So many great edtech tools can can also be used for meet-
help make your meetings more pro- ings as everyone can log in
ductive and engaging. Explore these and save a copy of the slides
typical problems and unique tools to and all of the resources in
see how to adjust your sessions. While their Google Drive. Near-
some edtech tools are mentioned, pod will also save in Drop-
plenty more are used within your dis- box or to your email. You
trict that you could use to make your can also have teachers share
meetings fun. Stick to what your teach- their ideas with open-end-
ers use or what your district pays for ed questions or with Near-
so that you can model great uses of pod’s Collaborate Boards.
these tech tools. Next, let’s look at en- This is a great way to keep
gagement and collaboration strategies teachers on the same page
to understand better what these tools and engaged as you review
can do for you during the meetings. your agenda.
teachers could build out three catego-
PROBLEM – DISENGAGEMENT PROBLEM – ONE-SIDED
ries: what they already do, what they
Just sit around any meeting and Why do we have meetings? You
can easily tweak to fit the standards,
observe the behaviors around you. know that some information has to be
and what support they need. It will
There will always be one teacher grad- shared, and the message can be con-
also allow them to ask for professional
ing papers, another scrolling their veyed clearer if we talk it out. You hope
development or strategies to make this
phone, and yet another having a side teachers will be answered all at once,
rollout successful. Finally, it offers a
conversation. Then, every few minutes so the message is clear. These meetings
space to ask questions and get support
or so, one teacher leaves for another are essential. It’s also important to use
from each other.
meeting or event that they deem more this time to build your community and
There are many tools to gamify
important. All the while, you are read- ensure your staff has a voice.
your meetings. These can be com-
ing off a list of essential topics, smiling,
bined with a prize or giving back time
and telling staff how wonderful they FIX – COLLABORATION
to teachers. These can be team based
are. Sometimes, the information you Just as teachers do group work in
or individual, depending on how you
share is met with groans or frustration. the classroom, you can use that teach-
want to use these tools for engage-
Sometimes, no matter how hard you ing strategy in meetings. Use the time
ment. Gaming is not always necessary
try, it seems like no one is listening. to ask questions and allow discussion
or effective as it depends on the topic.
How can we make giving this infor- and idea sharing. This will help teach-
However, if you can mix in games oc-
mation more effective? ers feel like they are part of the con-
casionally, it will help foster your com-
versation and offer opportunities for
munity and keep them engaged. Many
THE FIX – ENGAGEMENT building that community with your
thrive on a bit of fun competition!
Get teachers to use your district’s staff. For example, you are discussing
technology. Showcase the tech tool in a new rollout of the NYSED Computer
BINGOBAKER
action. If you are new to the tool, be Science and Digital Fluency (CS/DF)
BingoBaker is a one-time fee, and
honest with everyone and say you standards at your meeting. You want
you have the platform forever. For $25,
are trying something new. There is no to gather your teachers’ concerns,
it is an affordable option to get teach-
better way to showcase your growth ideas, and struggles. This can be done
ers engaged. Even with the free ver-
mindset than to jump on the stage. to allow all teachers to have a voice in
sion, you can create your Bingo cards.
There are so many fantastic edtech the discussion.
These can be done online, or you can
tools for presentations that take just a
print them out. You can fill the spots
few minutes to prepare but offer a sig- EDTECH TOOL –
with the keywords you will cover in
nificant impact. Try using something WAKELET/PADLET
your meeting. Then, when you play
you don’t typically use. Instead, use Both of these tools have free and
the game, teachers can fill in the areas
this opportunity to showcase new and paid versions. Use them to capture
as you say the words. For prizes, you
effective ways to use your district’s notes from the small groups and give
can give gift cards to local places or
available tools. space to air out questions. They both
a book for PD, or offer to cover their
allow any type of resource to be up-
classes for 15 minutes. You can also
EDTECH TOOL – loaded and offer a space to write out
reach out to the edtech companies for
NEARPOD/PEARDECK thoughts and ideas. These can then
swag to give away at your meetings.
If your district has either of these be used at each meeting to showcase
This is great when using the tools
tools, then you are already prioritizing growth within the work and as a teach-
within your staff meetings. If you have
engagement in the classroom. Both er resource for stakeholder meetings
teachers who are ambassadors for cer-
of these tools allow for interaction be- and curriculum mapping. In the ex-
tain edtech companies, tap them for
tween teachers and students. But they ample about the CS/DF standards, the
www.saanys.org 16PRACTICES: ENGAGING MEETINGS
resources and ask them to demonstrate tastic collaboration within your meet- There are so many excellent educa-
the device to your staff. ings and beyond. Use them to gather tional tools that our teachers are using
information, share ideas, and hear in their classrooms to engage students
GIMKIT / KAHOOT! / BLOOKET from all of your faculty. and to make learning more collabora-
All three of these fun gaming sites tive. We can utilize these tools for our
have free and paid options. Teachers KAMI/CANVA meetings in the same way. We can en-
often use them for review games or as These excellent edtech tools allow sure every teacher is actively involved,
a fun activity in the classroom. In ad- for a fantastic amount of collaboration. participating, and having their voices
dition, these same tools can be used in Any document, PDF, slide, or image heard. Teachers will feel that these
meetings to share information. These can be uploaded to their platform. meetings are a great use of their time
platforms can be customized to in- From there, you can have all your staff and will have new ways to use technol-
clude the content you must cover in on the same page. In Canva, use the ogy in their classrooms. The best part
your discussions. If you already use Whiteboard feature to get teachers to is that you foster a community within
Nearpod, you can also use the Time share resources, ask questions, or an- your staff where every member feels
to Climb game built into the platform. notate something you want to share. valued.
These tools are fun and easy to use for In Kami, you can have all collaborators
all. You will find that using these tools working on the same page or multiple
will create more smiles and engage- pages to capture their discussions and
ment during your meetings. thoughts. These documents become
Finally, some other tools can be compelling artifacts that can be shared
used for a variety of purposes. These with everyone and used as you build LAURIE GUYON is the coordinator
them throughout the year. for Model Schools at WSWHE BOCES.
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The beginning of the 2020-21 school year was one of the most
By Dr. John E. McKenna
challenging times that school districts have ever had to face. The
SAANYS’ 50th Anniversary COVID-19 pandemic was raging across our country and schools in
Conference Presenter
New York State were mandated to implement extreme measures
including social distancing, masking, and developing virtual learning
models. School leaders had never faced these conditions before and
many school districts struggled to prepare and adequately meet the
requirements necessary to open schools.
19 www.saanys.orgPRACTICES: LEADERSHIP STRATEGIES
The presenters of this workshop at assistant superintendent was appoint- 2. Building Relationships, Trust,
the SAANYS annual conference gath- ed as acting superintendent and given and Empowering Others:
ered information from several school the directive to solve the crisis immedi- The highly effective leader:
districts and utilized their practical ately. The authors of this presentation • Makes time to meet with
experience when developing this pre- chronicle the steps the district took to individuals, small groups,
sentation. Due to unexpected factors solve the crisis and share the lessons and large groups to listen to
such as hiring timelines and social dis- they learned from the experience. They their ideas and concerns.
tancing requirements, a district they summarized their findings in Eight Es- • Understands that people are
worked in was not able to successfully sential Strategies for Navigating a Crisis. the greatest resource.
develop a virtual instructional model The following is a summary of • Takes the time to learn the
for students in grades 5-12 in time to those eight strategies and the key attri- individual strengths of the
start the 2020-21 school year. butes and actions that highly effective staff.
There were approximately 2,000 leaders implement to successfully nav- • Forms teams to address
of the 7,000 middle school/high school igate a crisis: specific problems and
students who requested a virtual 1. Possessing a Visionary Mindset matches people to the
learning model. Approximately 100 with Ethical Purpose: appropriate task.
staff members were needed to create a • Selects appropriate team
virtual academy capable of delivering The highly effective leader:
leaders to facilitate
instruction for 2,000 students, and hir- • Communicates clear vision,
committees/teams.
ing this many people was simply not mission, and goals.
possible within the given time frame. • Creates specific action plans. 3. Developing and Sustaining a
No virtual learning model had been • Establishes a common moral Culture of Creativity and Caring:
developed, and given the social dis- purpose to unite people. The highly effective leader:
tancing requirements, there was not • Understands that followers • Recognizes that a culture
enough space to service the students in must know and be connected
based on empathy, caring, and
school. When the 2020-21 school year to the purpose behind
kindness brings out the best
had started, 2,000 students were not proposed changes.
in people.
receiving any instruction, and NYSED
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www.saanys.org 20PRACTICES: LEADERSHIP STRATEGIES
• Embraces Theodore • Is intentional in building a • Understands that with crisis
Roosevelt’s philosophy, vertical and horizontal team comes opportunity and to
“Nobody cares how much structure to constantly gather always look for the
you know, until you know information and report on opportunities.
how much they care.” progress. • Seizes the moment,
• Gets directly involved with 6. Enhancing Flexibility and establishes vision, and
Adaptability: generates new ways of
the teams, rolls up sleeves,
thinking and doing business.
and helps on the front lines. The highly effective leader:
• Plans and leads professional • Knows they must be flexible These eight strategies, along with
learning activities. and be able to adapt to an other ideas and methods leaders can
ever-changing environment. employ when facing challenging times,
4. Communicating Concisely,
• Embraces diverse opinions can be found in the new book Managing
Transparently, and Accurately:
and is comfortable with Yourself and Others During Crises: Key
The highly effective leader: Leadership Visions, Approaches and
dissent.
• Understands they must set up Dispositions to Survive and Thrive. This
• Works cooperatively and
specific systems and multiple book was co-written and edited by
collegially with others to find
methods to communicate to Dr. John E. McKenna — one of the
the “best fit” solutions.
all stakeholders. presenters of this workshop and a past
• Encourages individuality,
• Plans daily, weekly, and president of SAANYS.
ingenuity, creativity, and
monthly correspondence to imagination.
ensure consistent and timely • Understands “situational
communication. leadership” and adapts and
• Utilizes multiple modalities transforms their leadership DR. JOHN E. MCKENNA is the assistant
to communicate, e.g.: website, style to meet individual superintendent at Williamsville CSD.
video, Twitter, Facebook, situations.
YouTube, webinars, text mes-
sages, newsletters, emails, 7. Providing Resources and
and direct mail. Support:
• Conducts multiple The highly effective leader:
community forums and • Makes sure people have
meetings with key proper tools, training, and
stakeholders — both in support to do the job.
person and virtually. • Finds ways to provide time
• Develops video newsletter for professional learning
updates for district office and activities.
each building. • Understands you can’t tell
• Develops screencasts to people to do a job without the
highlight specific information. proper resources, training,
5. Making Sense of Change and and support.
Enhancing Situational • Prioritizes budget and
Awareness: spending and directs funding
toward attaining specific
The highly effective leader: goals.
• Understands that gaining
situational awareness is a key 8. Personifying Optimism and
element in navigating a crisis. Seizing Opportunities:
• Takes time to listen and The highly effective leader:
gather information before • Understands the
constructing a plan. responsibility of being a
• Knows that it is imperative to positive “role model.”
build a leadership team and • Understands that optimism
keeps in constant contact with and positivity have the power
the team. to transform an organization,
• Develops a structure of and that conversely,
specialized teams to address negativity can also transform
unique situations and specific an organization.
problems; these teams report
back to the leadership team.
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Finding Calm
MINDFULNESS
Amidst the Storm
At the end of June, during the 2021-22 school year, our district had
By Dr. Rochelle I. Mitlak persevered through the pandemic and decided to launch a big initiative
SAANYS’ 50th Anniversary
in the fall of the following school year. Over 50 administrators gathered
Conference Presenter together in a room on campus to learn about this initiative and how it
was going to be implemented in all K-12 buildings. Two presenters, one
in person and one virtual, spent over two hours explaining the details
of a product we were launching. After a 15-minute break, our group
reconvened to debrief.
23 www.saanys.orgPRACTICES: MINDFULNESS
People came back into the room ary cuts related to
and there was frantic chatter. They the pandemic. I was
sat uncomfortably in their seats and offered a position
started scrolling through emails. At and relocated up-
that moment, I, as one of the leads in state in August of
this initiative, looked at the group, 2020 to a town where
took a deep breath, and asked how I knew no one, leav-
everyone was doing. I surprised my ing my oldest son
colleagues and got their attention by to complete the fall
telling them to take their hands off of semester of his se-
their keyboards. After some nervous nior year in college
laughter and me saying, “This is not remotely from my
a directive,” I repeated my request home alone. During
and said again, “But please take your that first year, along
hands off your keyboards.” with my regular
I invited the group to take a deep yoga practice which
breath and if it was comfortable to I continued virtual-
close their eyes. If closing one’s eyes ly, I found solace in
did not feel good, the administrators nightly sessions of
were invited to find a comfortable gaze meditation. In addi- rooms as individuals have become
down the tips of their noses. I proceeded tion, I enrolled in a virtual meditation acutely aware of the stress they feel
to guide them. Take a moment and just and mindfulness training. Strength- and want to find ways to cope.
breathe. Allow whatever you heard ening my own meditation practice The COVID-19 pandemic height-
and thought to bubble up in your enabled and inspired me to share this ened the stressors that educators faced
mind and just sit with that. After a with my colleagues. on a regular basis and at a pace that
brief pause, I continued. When you’re During professional learning challenged the nervous system. As ad-
ready, open your eyes, open an email, sessions in the fall of 2021, I led ministrators, we have been faced with
and write to me and my co-leader teachers through brief guided high teacher absences, increased nega-
any thoughts, questions, or concerns breathing practices before launching tive student behaviors, and challenges
you might have after hearing the into learning about teaching reading from parents and the community on
presentation this morning. The room to elementary students. Teachers were top of an already demanding set of re-
was silent as individuals continued thankful and asked for more. As a sponsibilities. In many cases we also
breathing and then one by one opened result, I offered virtual meditation balanced the needs of our families,
their eyes, and began typing their sessions one day per week after school who were undergoing their own stress
thoughts. Their bodies relaxed. Their as a way of providing support. Each and increasing anxiety.
energy was focused. They took their session was approximately 20-25 Breathing, consciously and with
time processing all that had been minutes. The reality, though, is that intention, cannot make challenges go
shared that day. to benefit from a meditation practice, away. Mindful breathing, however,
There was an immediate calming only one minute, practiced every day, can help to balance our nervous sys-
because we all stopped, took a breath can significantly impact the way we tem and enable us to work through the
or two, and allowed information to respond to stress. obstacles that we face on a daily basis
settle in before responding or reacting. Simply put, mindfulness is a way and maintain our own strength and re-
This process is meditation and to help focus attention on what the solve. Taking a deep breath allows us
mindfulness in action. My ability to breath, body, and mind are doing at to pause, to take a moment before we
embed mindfulness in our daily work a given moment without judgment or think about a response we might want
was possible because I, as a certified explanation of what was noticed. A to offer or a decision we might have to
yoga instructor and meditation and mindfulness practice is used to help make to solve a challenging situation.
mindfulness coach and practitioner, simply notice what is arising and not Breathing deeply, though, does much
was sensitive to the tensions in the to respond or react. The point is to just more for us than just create a pause.
room and was able to dispel concern notice. Taking a deep breath actually helps
and anxiety by quickly offering a way Mindfulness as a practice became balance the autonomic nervous system
to help my colleagues. more commonplace in the 1970s when so that when we respond, or speak, or
I became a seasoned practitioner Jon Kabat Zinn established two cen- make a decision, we are doing so from
of mindful breathing during 2020- ters at the University of Massachusetts a place where we have de-escalated a
21 as a way of coping with my own (UMASS) and UMASS Medical School sense of reactivity. Instead of respond-
COVID-related story. My position in focused on mindfulness based stress ing with our sympathetic nervous sys-
a school district in Westchester Coun- reduction (MBSR). Mindfulness prac- tem and fight, flight, freeze, or faint,
ty was eliminated at the end of the tices have found their way, and right- we can find balance and harness the
2019-2020 school year due to budget- fully so, into classrooms and board-
www.saanys.org 24PRACTICES: MINDFULNESS
support of our parasympathetic ner- We can notice them and let them just can find balance. Take a moment to
vous system and rest and digest. be. We can allow our thoughts to exist breathe. Inhale and exhale. Feel your
Developing a consistent practice and not attach to them or develop breath. Find calm amidst the storm.
of focused intentional breathing can stories to explain them. We can allow
enable us to combat stress more au- our thoughts to surface and not judge
tomatically. In the same way that I of- them. Dr. Rochelle I. Mitlak is the academic
fered a quick pause to the group I was Mindful breathing provided the administrator at Shenendehowa CSD.
leading because of my own comfort, path for me to survive the initial tur-
ease, and habit of mindful breathing moil caused by the pandemic. We
and meditation, individuals who prac- lived through masks and continue to
tice mindful breathing can do this for get boosters to fight against its impact.
themselves. This particular stress may subside but
If you are someone who feels that we will continue to face stressors in
you can’t get your mind to quiet down our lives, whether we are at work or
or that you have too much going on at home. Developing a practice that
to develop a practice, then you are a brings us back to our breath when
key candidate to breathe mindfully. we are in the midst of juggling phone
The truth is that we can never stop calls, addressing sub shortages, and
our brains from thinking. Through conducting lockdowns is important.
mindful breathing, though, we can Mindful breathing gives us the tools
learn to step away from our thoughts. to manage daily challenges so we
Leader in Me teaches the leadership and
social skills that are critical to building
resilience, managing change, and
supporting success for educators,
students, and families.
For more information, contact:
Scan here for a Renée Ailing
Client Partner—Western New York and Long Island
complimentary copy 716-946-7006
of The Leader in Me. Renee.Ailing@franklincovey.com
Sharon Feeley
Client Partner—Upstate New York
Or visit LeaderinMe.org/SAANYS 518-779-3085
Sharon.Feeley@franklincovey.com
Franklin Covey Co. All Rights Reserved.
31 25 www.saanys.orgSupport your students’ journey to
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©Copyright 2022 Renaissance Learning, Inc. All rights reserved.
594451.0922Reflections from EQUITY
an Equity Team
The Positive Impacts of
Conducting an Equity Audit
What does it take to empower a team of dedicated educators to
By Dr. Megan Wideman
make a difference in their own school? I had this question in mind
SAANYS’ 50th Anniversary as I embarked on my dissertation journey last year. The focus for
Conference Presenter
my dissertation was to examine the culturally responsive belief
systems of teachers in my school; how those belief systems influence
instructional practices; and their level of preparedness to provide
culturally responsive, sustaining education in our school.
27 www.saanys.orgPRACTICES: EQUITY
I am an administrator in a man and Lipton (2004), that included strategies, student placement, profes-
suburban middle school where several several phases for the CIP process. sional development, and student rec-
teachers recognized a steady change in Teachers made predictions as to what ognition. The results showed several
students’ demographics over several the data might show, then observed, themes of how teachers believed the
years, but realized that as a school, and took notes about the data to notice school should improve and sustain
we were not modifying our practices trends or patterns. The ET discussed efforts throughout the school year to
to recognize that shift. For my study, I what seemed surprising, unexpect- affirm, represent, and incorporate stu-
assembled an equity team and helped ed, or unexplored in the data, then dents’ cultural identities in our school
facilitate an equity audit that analyzed made inferences, asked questions, and environment. The ET members were
longitudinal enrollment data, teacher formed explanations or conclusions happy to recognize that the teachers
survey results, and curriculum review from the data. The final step was to certainly value students’ identity but
information. This story describes discuss the implications of their find- were concerned that the school did
how the equity team was impacted ings. The ET members believed it was not physically or visually represent
after they reflected on the findings, critical to build in time to reflect indi- their cultures enough throughout the
implications, and impact of conducting vidually and as a group following each school. The ET wondered if students
an equity audit as a group. meeting to make connections in their felt comfortable to express their iden-
lives and with their teaching processes. tities in a school that welcomes and
EQUITY TEAM ET members remarked that group re- affirms their cultures.
The first step in this journey was flections helped members understand The third component of the
to assemble an equity team (ET) and perspectives of others, discover new audit was to assemble a larger team
build their capacity to conduct an eq- ways of thinking, and widen individu- of teachers to work with the ET to
uity audit within our school. In order al perspectives by understanding oth- examine five units of our English
to bring multiple perspectives and in- er members’ points of view. language arts curriculum using the
sights to the process, it was important Culturally Responsive Curriculum
to seek volunteers from a variety of EQUITY AUDIT Scorecard (Bryan-Gooden, Hester, and
teachers from each grade level, student An equity audit is a systematic Peoples, 2019). The scorecard survey
support personnel, administrators, process of collecting and analyzing contained 30 questions that explore the
and students to be on the ET. It was data to highlight internal realms of in- extent of cultural responsiveness in our
essential to establish an ET with key equitable practices and policies. The curriculums related to representation,
stakeholders in the school because it team used the CIP to analyze informa- social justice orientation, and teacher
encouraged collaboration and helped tion for three components of the equity materials. The review determined
the faculty build a vested interest in audit. The first component in the audit that three out of five units were either
strengthening the school’s culturally was to examine longitudinal enroll- culturally destructive or culturally
responsive, sustained practices. The ment data that was broken down by insufficient in all areas of the scorecard.
ET members took on the responsibil- race for total enrollment of students, These units primarily contained
ity to help administer aspects of the accelerated courses, English Language dominant perspectives and voices of
equity audit, then participated in col- Learners, and special education for the white male characters and authors,
laborative discussions based on their last five school years. The ET members mainly portraying European culture;
analysis to make recommendations for found two main themes for program did not fully examine discrimination,
next steps. enrollment in advanced classes: there bias, and deficit viewpoints; and made
Our first step was to establish was a significant overrepresentation insufficient connections to the lives of
group norms through an activity where of white students, and the enrollment students of color (Bryan-Gooden et.
the team brainstormed and identified selection process was limited, which al., 2019).
some common beliefs, behaviors, and may have unintentionally excluded However, the curricular review
expectations for group processing. The students of color from participating in discovered two curricular units were
ET identified four themes of relation- accelerated programs. ET participants primarily culturally aware and re-
ships, perspectives, collaboration, and were surprised by the observations sponsive in all three areas in regard
communication to be mindful about in they made when reviewing the actual to the scorecard. The ET wanted to
order to encourage open and honest data about the severity of the dispro- further examine the reasons behind
communication working as a group. portionality of white students over the differences in the curricular units,
The ET reflected that the group norms students of color overall within the ad- and teachers shared insights about
helped them be aware and thoughtful vanced programs. their purposeful intent to develop
about varying perspectives and pro- The second component of the eq- more culturally responsive units that
vided a safe learning environment for uity audit was to administer an equi- integrated diverse literature, charac-
participants to have collaborative dis- ty audit teacher survey to all teachers ters, perspectives, and themes. The ET
cussions. that captured their perceptions about believed the curriculum review was
The ET used a collaborative inqui- equity awareness, school climate, beneficial in helping them understand
ry process (CIP) adapted from Well- classroom environment, instructional how incorporating a culturally respon-
www.saanys.org 28PRACTICES: EQUITY
sive mindset throughout curriculum edgeable about different cultures and awareness, understand teachers’ per-
writing positively influences teachers’ backgrounds for students of color. Ad- spectives on how students are cur-
preparedness to embed culturally re- ditionally, participants expressed in- rently being supported, recognize the
sponsive practices in our English lan- terest in learning more about their im- strengths and weaknesses of cultural
guage arts curriculum. plicit bias to educate themselves, and competence in the current curriculum,
to overcome and grow their social con- and describe areas to provide pro-
EQUITY TEAM REFLECTIONS sciousness as educators. Examining fessional learning opportunities for
ET members reflected on how the equity audit data helped the ETs teachers. Establishing an equity team
the audit impacted their thinking understand that the school should im- and helping them reflect on the equi-
and professional practice in several prove efforts to affirm, represent, and ty audit was critical to empower these
ways. Their awareness about the incorporate students’ cultural identi- dedicated educators to make a differ-
lack of diversity in the curriculum, ties in our school environment. The ET ence in their own school.
enrollment, and practices made them thought this realization helped teach-
want to continue participating in ers to be better prepared to provide
the school initiative to implement opportunities throughout the school REFERENCES
culturally responsive practices. The year to learn about other cultures and
ET reflected from the teacher survey incorporate visuals that accurately rep- Wellman, B., and Lipton, L.
that teachers seemed uncomfortable resent students’ cultures. The ET rec- (2004). Data-driven dialogue: A
discussing topics related to race and ognized that conducting the equity au- facilitator’s guide to collaborative
social justice and would benefit from dit was also beneficial in helping them inquiry. MiraVia, LLC.
professional learning opportunities understand that being purposeful and
to help increase teachers’ knowledge, intentional positively influenced the Bryan-Gooden, J., Hester, M., and
comfort level, and self-efficacy to level of cultural responsiveness in their Peoples, L. Q. (2019). Culturally
improve our culturally responsive curriculum writing. responsive curriculum scorecard.
practices. The final and most important re- New York: Metropolitan Center
ET members recognized how alization from the ET members was for Research on Equity and the
they became more reflective of their understanding the value of building a Transformation of Schools.
thinking, actions, and speaking in ef- strong foundation and increasing the
forts to create a warm and welcoming number of teachers in the school who
environment in the classroom and were being purposeful in becoming
school. It also prompted members to more culturally responsive. The audit DR. MEGAN WIDEMAN is a
helped raise personal and program middle school administrator for the
be more open to student input and
Churchville-Chili CSD.
feedback, and become more knowl-
29 www.saanys.orgYou can also read
