The Distance Learning Playbook for School Leaders

Introduction Chapter 1. School Climate at a Distance Take Care of Yourself Take Care of Your Colleagues Leader Credibility Instructional Leadership Teams Stakeholder Advisory Groups Virtual Visibility The Feel of School Chapter 2. Professional Learning at a Distance Learning Beliefs at a Distance Collaborative Inquiry Cycles Input Training Safe Practice Virtual Learning Walks Microteaching in Distance Learning Personalized Professional Learning Social Presence Parent Education and Support Chapter 3. Instructional Leadership at a Distance Revisit School Goals in Light of Distance Learning Align Goals to Expectations Clarify Teacher Expectations Ensure Culturally Sustaining Pedagogies Use a Distance Learning Instructional Framework Demonstrating in Distance Learning Collaborating in Distance Learning Coaching and Facilitating in Distance Learning Practicing in Distance Learning Chapter 4. Mindframes for Leaders From a Distance I am an evaluator of my impact on teacher and student learning. I see assessment as informing my impact and next steps. I collaborate with my peers and my teachers about my conceptions of progress and my impact. I am a change agent and I believe all teachers and students can improve. I strive for challenge rather than merely doing my best. I give and help students and teachers understand feedback and I interpret and act on feedback given to me. I engage as much in dialogue as in monologue. I explicitly inform teachers and students what successful impact looks like from the outset. I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others. I focus on learning and the language of learning. References Index About the Authors