Effective school leadership is effective leadership, regardless of where it occurs
In March 2020, there was no manual for leading schools and school systems during a pandemic. School leaders had to figure things out as the crisis unfolded. But starting now, leaders have the opportunity to prepare for leading schools through distance learning with purpose and intent-using what works best to accelerate students' learning all the while maintaining an indelible focus on equity.
Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, The Distance Learning Playbook for School Leaders applies the wisdom and evidence of the VISIBLE LEARNING® research to understand what works best. Spanning topics from school climate at a distance, leader credibility, care for self and colleagues, instructional leadership teams, stakeholder advisory groups, and virtual visibility, this comprehensive playbook details the research- and evidence-based strategies school leaders can mobilize to lead the delivery of high-impact learning in an online, virtual, and distributed environment.
This powerful guide includes:
Actionable insights and hands-on steps for each module to help school leaders realize the evidence-based leadership practices that result in meaningful learning in a distance environment
Discussion of equity challenges associated with distance learning, along with examples of how leaders can work to ensure that equity gains that have been realized are not lost.
Analysis of the mindsets that empower leaders to manage change, rather than technology
Space to write and reflect on current practices and plan future leadership strategies
The mindframes for distance learning that serve leaders well in any instructional setting and will position schools after the pandemic to come back better than they were before
Douglas Fisher, Ph.D., is Professor and Chair of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as PLC+: Better Decisions and Greater Impact by Design, Building Equity, and Assessment-capable Learners. He can be reached at firstname.lastname@example.org.
Nancy Frey, Ph.D., is a Professor in Educational Leadership at San Diego State University and a leader at Health Sciences High and Middle College. She has been a special education teacher, reading specialist, and administrator in public schools. Nancy has engaged in Professional Learning Communities as a member and in designing schoolwide systems to improve teaching and learning for all students. She has published numerous books, including The Teacher Clarity Playbook and Rigorous Reading. Dominique Smith is a social worker, school administrator, mentor, national trainer for the International Institute on Restorative Practices, member of ASCD's FIT Teaching (Framework for Intentional and Targeted Teaching (R)) Cadre and Corwin's Visible Learning for Literacy Cadre. He is passionate about creating school cultures that honor students and build their confidence and competence. He is the winner of the National School Safety Award from the School Safety Advocacy Council.
Smith's major area of research and instruction focuses on restorative practices, classroom management, growth mindset, and the culture of achievement. In addition to his school leadership responsibilities, he provides professional learning to K-12 teachers in groups large and small on many topics that address classroom and school climate and organization. He is a regular presenter at many conferences, including ASCD's annual conference.
He is the coauthor of the ASCD book Better than Carrots and Sticks: Restorative practices for positive classroom management and has written articles for Principal Leadership and School Leadership.
Smith earned his master's degree in social work from the University of Southern California and is a doctoral student in educational leadership at San Diego State University.
John Hattie, Ph.D., is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and, most recently, 10 Mindframes for Visible Learning.