Why is it a great time to be a teacher? Because we know more about how the process of learning works—what we call the science of learning—and the teaching strategies needed to lift all learners—what we call the science of teaching—than at any point in human history. For us here at McREL International, that’s incredibly exciting. It gives us hope that better days are ahead for all of us in education.
Consider for a moment your school or district’s improvement plans and ask yourself this question, are you doing too little—or too much? I’ve posed this question to countless school leadership teams. Time and again, I hear (sometimes sheepishly) that they’re doing too much. If you answered the same, you’re not alone.
Imagine starting as a new principal, diving headfirst into your role with the enthusiasm of a marathon runner at the starting line. That was me—arriving early, staying late, and working weekends. My hobby? Work. Despite my district director’s advice about balance, relentless dedication was key. I thought my staff would naturally see the heart behind my efforts and my driving purpose. Spoiler alert: They did not.
As a principal I loved spending time in classrooms. No matter where I was in my headspace, a visit to a classroom was a way for me to instantly ground myself back into my love of learning and reasons for choosing education as a vocation, and the best part—it gave me a chance to watch teachers and students interact and make sense of content.
Cornerstones of effective partnerships––shared vision and goals, complementary strengths, mutual trust and respect––often take years to establish, and even longer to produce meaningful outcomes for those involved. So partnerships that grow stronger over time and build lasting resilience are something to celebrate.
With the right partnership, a comprehensive needs assessment—also known as a holistic school review—can provide valuable insights on a school’s existing strengths and opportunities to elevate performance, insights that can be difficult for a school team to discover on its own due to limited time and capacity, competing priorities, or inherent biases. At its core, a CNA is looking to tell the most complete story of a school—where the school has been, where it is now, and where it’s going, all with an objective lens, said Kristin Rouleau, McREL’s vice president of learning services.
At the end of September, McREL’s work operating the Region 11 and Region 12 Comprehensive Centers (R11CC and R12CC) through federally funded 5-year grants supporting state education agencies concluded. We’re proud of our teams and the capacity they’ve built across 7 states, and we’re honored for the opportunities to learn, work, and collaborate with so many talented educators and leaders.
