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In a courtroom, every word counts. Legal interpreting is more than just translating; it’s the vital link that ensures justice is not lost in communication. As the U.S. population grows increasingly diverse, so does the demand for skilled interpreters who can uphold the integrity of our legal system while serving individuals with limited English proficiency.
Northwestern College’s Legal Interpreting Certificate equips bilingual professionals with the tools they need to thrive in this high-stakes, high-impact profession. Rooted in academic excellence and Christian values, this 15-credit online program prepares students to serve in courtrooms, law enforcement settings, legal offices, and beyond.
Designed for working adults, the program offers:
- Flexible online coursework taught by experienced practitioners
- Focused training in courtroom procedures, legal terminology, and ethics
- Preparation for the NCSC certification exams
- Supportive Christian academic community that champions both skill and service
For Spanish/English bilingual professionals, this program is more than a credential, it’s a calling. Legal interpreters don’t just interpret words; they ensure others are heard. Northwestern’s program makes this essential work accessible, affordable, and mission-driven.
Whether you're already working in interpretation or are ready to enter the legal field with purpose, our certificate provides the foundation to stand out and serve others.
Ready to make your voice, and theirs, count?
Explore Northwestern’s Legal Interpreting Certificate →
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Why Leaders Can’t Afford to Ignore AI
In every industry, artificial intelligence is shifting from novelty to necessity. What was once the domain of engineers and data scientists has quickly become a boardroom priority. And yet, many business leaders still feel unprepared to make sense of AI, let alone lead with it.
That’s a problem.
We’re at a point where key business decisions increasingly involve AI-driven insights, automation tools, and predictive models. Whether you're overseeing marketing strategy, supply chain logistics, customer experience, or product innovation, AI is in the room. The question is: are you ready to lead when it is?
It’s Not About Coding, It’s About Clarity
There’s a common misconception that understanding AI requires deep technical knowledge. But leadership doesn’t demand code, it demands comprehension. Leaders don’t need to build algorithms, but they do need to ask the right questions about how AI is developed, how it’s applied, and what its limitations might be.
For example:
- Can we trust the data this model is based on?
- What kind of bias might be built into this system?
- Is this tool enhancing or undermining our strategic goals?
These are not technical questions, they’re leadership questions.
Strategic Leadership in an AI-Driven World
As AI continues to evolve, so do the expectations placed on those at the helm of organizations. We’re moving beyond “What is AI?” and into “How do we integrate AI in a way that is ethical, transparent, and aligned with our values?” This means:
- Leaders must understand AI's capabilities and constraints.
- Teams need guidance to work effectively with AI tools.
- Organizations must create frameworks for responsible use.
It’s no longer enough to delegate “the AI stuff” to a tech team. Leaders are being asked to engage directly in decisions about automation, data governance, AI procurement, and policy. And they’re being asked to do so with confidence, not caution.
Preparing for What’s Next
The future of leadership is not about mastering every new tool that hits the market, it’s about developing the mindset and literacy to lead through change.
AI isn’t replacing leaders. But it is reshaping what effective leadership looks like.
Organizations that thrive in this next era will be those led by individuals who can bridge the gap between technical innovation and human-centered strategy. These are the leaders who stand out in guiding teams with clarity, ask smarter questions, and make decisions that are not only efficient, but wise. As the landscape evolves, our challenge is to keep pace not just with the technology, but with the trust and responsibility that come with it.
Ready to Meet the Moment?
Explore how Northwestern College’s MBA with a specialization in Artificial Intelligence can help you lead with purpose and clarity through a uniquely Christian world-view in a rapidly evolving business landscape. Learn more about the AI specialization in our MBA program.
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How Faith-Informed Leadership and Strategic Change Can Help You Stand Out
In today’s fast-moving business environment, innovation is often celebrated as the engine of growth and competitive advantage. But what happens after the brainstorming session? After the product launch? After the strategy pivot?
The truth is, innovation without effective change management often fails to deliver lasting impact. Ideas may be groundbreaking, but without the right leadership and process to embed them into an organization’s culture and operations, they rarely stick.
This is where today’s business leaders have an opportunity to Stand Out by combining strategic thinking with the emotional intelligence and resilience needed to guide teams through change.
The Hardest Part of Innovation? Implementation.
It’s easy to focus on the creative side of innovation—generating new ideas, developing disruptive technologies, or exploring fresh business models. But turning innovation into sustainable change requires a different skill set. Leaders need to:
- Navigate organizational resistance
- Communicate change effectively across teams
- Align innovation efforts with company strategy
- Monitor and adapt change initiatives over time
- Foster a culture that welcomes, not fears, change
And for leaders shaped by a Christian academic community, these responsibilities come with an added layer of purpose: leading change in ways that reflect integrity, care for others, and a commitment to ethical decision-making.
Change Leadership Is Now a Core Business Competency
Forward-thinking organizations are placing greater value on leaders who can manage both sides of the equation: innovation and change management. Today’s most effective business leaders are not only idea generators, they’re change champions and they know how to bring people along for the journey, build buy-in, and sustain momentum long after the initial launch. In short, they Stand Out by making change not just possible, but successful and lasting.
Preparing Leaders to Move Ideas from Concept to Reality
At Northwestern College, our MBA specialization in Innovation & Change Management was designed with this leadership gap in mind and it’s offered within a Christian academic community that encourages students to align professional leadership with personal values.
Students in the program don’t just learn how to develop innovative strategies, they gain the tools to implement them effectively, ethically, and with empathy. Through real-world application, the curriculum covers areas like organizational development, strategic planning, change communication, and systems thinking.
In today’s business world, it’s not enough to have good ideas. Leaders must know how to turn those ideas into action and action into lasting results. If you’re ready to Stand Out as a leader who can both envision change and deliver it, check out our flexible and affordable MBA today. Learn more about Northwestern’s MBA and Innovation and Change Management Specialization.
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Two related and very similar qualities can lead to success for all of our students. They are relatively simple concepts and parents and school personnel have frequent opportunities to teach, develop and reinforce them.
The first of these qualities is what Stanford professor and psychologist, Carol Dweck calls a “growth mindset.” Those with a growth mindset believe that success comes from effort. On the other hand, people who believe that success comes from being born with the gift of intelligence or talent have a “fixed mindset.”
The second, related quality, is “Grit,” which University of Pennsylvania professor and psychologist Angela Duckworth defines as, “persistence, determination & resilience.”
Having a growth mindset is a great start. It gives us hope that we can affect the outcome of any situation. It gives us a reason to try and a reason to take risks. When we follow up with grit, we are able to deal with the disappointments and setbacks that inevitably come. We are able to focus on the benefits of the journey and not get discouraged when obstacles arise.
As parents, one of the most difficult things is watching our children struggle. Our instinct tells us to protect them from any pain and hurt that comes from failure. In some cases, we do need to step in, but in more, we need to put our energy into encouraging them to persist and believe that their efforts will make a difference. We also need to continually focus on learning—whether it is in a classroom, in relationships, or in an athletic or fine arts activity.
If our real expectation is that our children do their best, learn as much as they can, and act with character and integrity, we will praise and focus on those things and remove the focus and emphasis on a specific grade or an expectation for a certain amount of playing time. A’s and playing time are nice, but they are secondary to developing grit and adhering to a growth mindset.
These same principles of grit and a growth mindset are just as essential for educational leaders as they are for students. Pursuing a master's degree in educational administration requires the belief that leadership skills can be developed through effort and continuous learning. It also demands perseverance in the face of complex challenges, from navigating policy changes to supporting diverse student needs. As future administrators, modeling these qualities not only contributes to personal success but also sets the tone for a school culture that values resilience, growth, and the ongoing pursuit of excellence for all. If you're ready to take the next step in your leadership journey, learn more about Northwestern College’s M.Ed. in Educational Administration Program.
About the author
Russ Adams has served as the program director for Northwestern's Master of Education in Educational Administration and Principal Endorsement programs since 2024. Adams is also the assistant director for Northwestern's Center of Innovation and Leadership. Serving as superintendent of the MOC-Floyd Valley school district for 11 years, Adams was the recipient of the 2020-21 Iowa Superintendent of the Year, he previously served as principal of MOC-Floyd Valley High School from 2003 to 2013. He was recognized as the 2009 Iowa Secondary Principal of the Year and a 2003 recipient of the prestigious Milken Educator Award.
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Let's take time to pause during Teacher Appreciation Week to consider the profound calling and vital work of our teachers. In a rapidly evolving world, their dedication extends beyond the transmission of rote knowledge; it reflects a commitment to nurturing the hearts and minds of the young people entrusted to their care.
Our teachers navigate a complex landscape, integrating new technologies and addressing the diverse needs of their students. They are not merely instructors; they are often the hands and feet of compassion, offering guidance, social and emotional support, and a steady presence in a world that can feel increasingly uncertain.
It's also vital to acknowledge something profound: teaching is a uniquely human endeavor that AI cannot replicate. Our teachers are instrumental in fostering not only intellectual development but also character, resilience, and a sense of purpose. They are planting seeds of wisdom and truth in order to cultivate a harvest of thoughtful and engaged citizens. They are preparing students for a future we can only begin to imagine.
Therefore, our appreciation must be rooted in a respect for their vocations and more than a fleeting observance. Let it be a consistent outpouring of prayer, support, and gratitude, recognizing the profound responsibility and sacred calling they embrace as they shape the next generation within our community. May we, as people of faith, be a source of strength and encouragement for them in this vital work.
At Northwestern College, we believe that honoring teachers means equipping them for longevity, growth, and leadership in their calling. Our fully online Master of Education programs are designed to support educators at every stage of their journey—whether deepening classroom practice, stepping into new areas of leadership, or responding to the evolving needs of today's learners. As we celebrate Teacher Appreciation Week, we reaffirm our commitment to empowering those who shape the future, one student at a time. Explore our M.Ed. programs here.
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Earlier this month the Northwestern Physician Assistant program welcomed about forty kindergarteners into our classroom to learn about our profession. As to be expected, each kindergartener brought tons of energy and excitement. I was impressed to find how much these kids already knew about the PA profession. They gave examples like, “PAs are kind,” “PAs help people when they are sick,” and “PAs like working with others.” They were exactly right; these qualities exemplify what a PA is, and we were happy to share our skills with them. We broke into stations and focused on sharing with the kids the tools we use to do our job. The kids were able to practice taking blood pressures, using a stethoscope, and looking in ears. A major hit with the kids was the opportunity to look at our bone models and practice splinting broken limbs. Ideally, after having this exposure, the kids will be more comfortable at future medical appointments because they understand what tools are being used. I thoroughly enjoyed our time with the kids, and was glad to see they had a blast.
It was important for us to expose the kindergarteners to our program, and show them how school can be challenging and exciting at the same time. You never know, maybe there were some future PA students in the group. Another goal of this visit was to continue in community outreach, forming connections between the college and groups around town. This is great practice for me and my classmates, as we see community involvement being intertwined with our career at a PA. As a current student, I can see the support our program has from the community, and I am thankful to be surrounded by so many amazing people.
-Taylar Boerema, PA-S '26, Class President
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About the Author
Taylar is a member of the Northwestern College Physician Assistant class of 2026. She is currently studying to earn her Master of Science in Physician Assistant Studies and serves as Class President for her cohort. 
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The first ever Iowa History Conference was held in early June at the State Historical Society of Iowa in Des Moines. It was sponsored by the State Historical Society of Iowa and University of Iowa and featured scholars, students, museums, directors, and archivists. There were a wide variety of topics and panels at the conference and I particularly enjoyed the panel on Indigenous history in Iowa, and the history of indigenous agriculture in Iowa.
I presented on a panel entitled "History Education in Iowa," alongside the Social Studies rep from the Iowa Board of Education, Stefanie Wager, and a professor of religious studies at UNI, Mike Graziano. We all shared the various methods and approaches to encourage students to engage with history in general and history in Iowa, specifically. I shared about the role of primary sources and helping students to figure out how to trust sources through active historical inquiry. I also championed the role of local history to connect with history sources outside of the classroom through field trips, oral history projects, local museums, and archives. We had a lively discussion between panelists and the public who attended the panel. I loved the opportunity to engage with more local history ideas and to network with various people connected to history from around the state.
The Iowa History 101 series is a 60 minute online learning series tied to a topic in Iowa History. There is a wonderfully diverse array of topics and people that have been covered in the series, put on by the State Historical Society of Iowa. The webinars are free and open to the public and after a presentation, there are questions and discussion with the audience. I presented on Iowa Summer camps, which is part of my larger scholarly work on the history of evangelical summer camps in the post World War II era. In my research, I am animated by the question, for Christians: how should you pass your faith to next generation in a faith community that requires some sort of personal commitment/conversion experience? I think studying summer camps is a great way to get an answer to that question, and I had a wonderful experience with the team from the State Historical Society and great questions from the audience as well.
- RK
Learn more about the M.Ed. in Teaching History program at Northwestern.
To learn more, click this link for the webinar from State Historical Society of Iowa and the Iowa History 100 Series.
About the author
A Northwestern College graduate, Dr. Koerselman earned a master’s degree in history and political science from Iowa State University and a doctorate in United States history with an emphasis on gender and religion from Michigan State University. Before joining Northwestern's faculty, she was an assistant professor of history at Oklahoma Baptist University.
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Download the Notable Practices white paper
By Megan Alexander, Instructional Coach and Prinicpal Endorsement Program student
I have been listening. Observing. Taking notes. Noticing patterns.
For the last three years, I have served as a school leadership coach, trained via NYC Leadership Academy protocols. It has been my privilege to come alongside fifteen principals in ten different buildings on behalf of the Administrative Support Program through School Administrators of Iowa. In these schools, I have been listening, observing, taking notes, noticing patterns.
Concurrently, as an instructor of the “Teacher as Leader” graduate course and director of the Master of Education program at Northwestern College, I have engaged in discourse with teachers and principals from all of the country, hearing about what practices support and what practices thwart effectiveness in K-12 educational systems.
Here in Iowa, this kind of constructive discourse has ramped up since the Iowa Legislature passed the Teacher Leadership Compensation Program, now in its fifth year of operation. Its primary focus was to provide a system of distributive leadership that empowered teacher leaders to provide instructional leadership to peers in their respective buildings. The subsequent conversations about instruction and learning have been some of the most robust experiences that I have observed over a 37-year career as a teacher, principal and superintendent.
Visiting schools during this time of shared leadership between administrators and instructional coaches, I have witnessed different attitudes toward change. We educators realize that change must happen: to stay the same is to fall behind. I have observed school cultures that promote transformative teaching and learning, and other school environments that erect barriers that impede systemic change.
Over time, I have noticed nine notable practices that make a compelling difference in creating an effective K-12 distributive leadership system.
Click on each practice for an expanded explanation provided by Instructional Coach Megan Alexander, Boyden-Hull Community Schools, and currently a student in the Principal Endorsement program.
All staff should have the opportunity to be involved and be heard so that there can be collective agreement on a shared vision.
Having a shared vision and teaching for learning is at the forefront of important principles that should guide a school and all of its operations. What do we, as a collective group, want teaching and learning to look like? The following eight notable practices as described in this blog cannot be set in place within a school without first establishing the vision for what the school community believes to be the overall vision for what the culture and efforts within the organization should be.
The most crucial element of a shared vision for teaching and learning is the buy-in that all staff and administration have in regard to the vision. Administration and leadership must buy-in, because they will be the driving force in developing the school culture that cultivates efforts in working toward the shared vision of the school. However, possibly even more critical is the buy-in of the teachers. Teachers are the ones making the day-in, day-out decisions about students. If a shared vision has been established and collectively agreed upon, the leadership within a school can trust that teachers are consistently making decisions that align with that ideal without having to micromanage.
Leadership should deliberately seek input from all staff affected by decisions or potential change.
People feel valued and respected when they believe their leaders desire to hear their ideas and input and understand their points of view. Too often, decisions are made in a school by the administrators and school leaders who think they know what teachers think, feel and need, but actually may not have a clear understanding of what’s truly happening within the walls of each classroom. As a whole, good leadership has been shown to improve teacher motivation as well as positivity in the work setting (Five Key Principles, n.d.), so what does “good leadership” really look like? Research would argue that one huge emphasis in establishing a positive school climate in which teachers collectively work toward student achievement is the need for opportunities for meaningful collaboration. Providing teachers the opportunities to work together purposefully and communicating that their collaborative work is powerful and necessary in moving toward the shared vision for teaching and learning increases professional engagement and creates an overall more positive work environment and successful school system.
Professional principles should consistently guide how team members treat each other.
Moving toward the vision Needs to be consistent growth—how? By setting up systems and systems by which the school, learning, and activity within the school is being consistently evaluated and improved. This task is much too great for one person or even one team to take on, and the insights and expertise each staff member are too valuable to dismiss. The collective efforts of the entire staff through distribute leadership are necessary, and teachers must play an active role in helping move toward the school’s vision for teaching and learning. Districts and buildings must ensure that a systematic approach to involving and engaging all staff members and the work to be done and the initiatives to be taken. Some examples of effective norms (Carter, 2018), as further discussed in the eighth notable practice, “Productive Professional Learning Communities,” but that also may be appropriate for committee work include:
- We will have an agenda purpose for each meeting.
- We will avoid side conversations, they are distracting and disrespectful to the speaker.
- We will limit discussions that will monopolize time.
- We will start and end on time (time keeper).
- We will treat members with honesty and trust.
- Our goal is to help each other.
- We will practice confidentiality.
Whether a district uses APL, NIET, Marzano’s or Danielson’s framework, common vocabulary and assessment expectations are essential.
Preparing our students for the jobs and challenges they will face post graduation continually grows as a challenge faced by those in the education field. As this difficulty elevates, the vitality of high-quality teaching and the complexity of what it means to truly enact it. These obligations and challenges place teachers under an enormous amount of pressure, and teachers are faced with needing to decide where and how to move forward in making changes toward improvement.
Just as teachers within a school need a common, unified, and focused goal in a school’s vision for teaching and learning, they also need a specific and common framework of criteria on which to focus their efforts of improving instructional practice. This can be accomplished through a school’s adoption of a common framework of instruction.
An instructional framework can be described as a collectively shared understanding of instructional responsibilities and what it looks like to implement those in the classroom. Frameworks provide a systematic approach to unifying teachers and administration under one set of criteria that have been identified as responsibilities critical to the teaching profession. These systems typically aim also to provide feedback to educators across multiple domains and multiple criteria components within each domain by outlining specific expectations and definitions of measurement toward mastering those expectations.
Under a common framework, teachers know exactly what is expected of them, and administrators have an organized system for evaluating teachers and communicating feedback as to areas of strength and areas of potential growth. The specific organization of domains and criteria addressed depends on the individual framework, or combination of frameworks, adopted by a school or district, but consistency is seen across most widely used frameworks to encompass domains of instruction, planning, environment, and professionalism (A new instructional framework for Iowa, 2019).
Establishing rhythms of nonevaluative feedback leads to partnership, growth, and unified practice.
In the last decade, instructional coaching has sparked interest in schools for many reason including an increasing recognition that “teacher quality is a critical factor in student success” (Knight, 2012, p. 94). Instructional coaching offers a strong alternative to traditional professional development models and thus has increasing advocation in the field. Not only has a partnership instructional coaching model been found to increase implementation in comparison to traditional professional development methods, it has also shown to be more effective for communicating desired content, engaging staff, and setting expectations for future implementation (Campbell & Stanley, 1963).
A unified school vision for teaching (notable practice 1) and learning and a well-defined framework for learning (notable practice 4) provide the foundation from which schools and districts can build in developing specific teaching practices. This common vision and collective goal allows for successful coaching cycles, narrowing down the emphasis with which skills and practices the building collectively agrees to be worthy of investing in learning. Coaches do not encourage random, haphazard, self-determined best practice, but instead hone in on those practices established in the school’s common framework for learning. Districts and schools should invest in providing training opportunities for instructional coaches and teacher leaders so that they can have a deep and comprehensive understanding of the teaching practices outlined in the common framework for learning.
Developing these skills across grade levels and content areas creates cohesiveness in the school and results in students experiencing skills of the common framework and best practice throughout their entire experience at the school. Students know what to expect when these practices are put into place, and teachers benefit from prior student exposure.
These roles are then communicated to all staff numerous times throughout the school year.
Without defining teacher leadership roles, many districts’ teacher leadership programs are floundering. To implement truly effective instructional coaching and teacher leadership programming, teachers and staff need to know what to expect from their instructional coaches and what accountability and support they will receive from them. Similarly, coaches need to have their expectations clearly outlined to ensure they are meeting the needs of the district’s students and teachers as well as meeting the expectations of their administrators. It is critical that all stakeholders of the teacher leadership and coaching programs are on the same page.
Defining the coaching cycles as discussed in the fifth notable practice and tying those responsibilities into the school vision helps establish a foundation from which teachers and coaches can begin to work toward a common goal. Moore Johnson and Donaldson (2007) suggest that teacher leadership programs are suggestively more viable if roles have well-defined qualifications, responsibilities, and selection processes.
Below is an example from Opportunity Culture’s Defining Teacher-Leader Roles (n.d.) as to what these role definitions might look like. Be sure to address all needs within these roles and take into consideration which responsibilities and roles should be distributed to teachers in a classroom and which roles would need to be met by someone whose schedule is exclusively for those responsibilities.
The principal holds all employees accountable for participation, collaboration, and productivity, but she or he does not micromanage.
There is no doubt that principalship entails a great deal of difficulty and responsibility. Besides classroom teachers, principals are the most important members of the school team. They can’t always be in each and every classroom, but they need to be present and aware, checking in often and providing meaningful feedback. They need to be aware so that they can make informed decisions in the best interest of their schools and the students in them. The reality is, however, this ideal is becoming intensively more difficult to enact under the increasing responsibilities falling at the feet of today’s principals. Between addressing staff concerns, the paperwork that is now required for state and federal documentation, making both short-term and long-term decisions, hearing requests, handling complaints, and engaging with students who demonstrate behaviors, the ever-growing and surmounting responsibilities and situations that demand the attention of principals can easily become unmanageable.
Principals are no longer able to take on the weight of responsibility by themselves. In all realms of business and life, it has become critical for leaders to develop a skill for encouraging leadership across the organization. Micromanagement is not effective, and schools are no exception to this reality (Five Key Responsibilities, n.d.). Delegation and developing shared leadership are now skills that are entirely necessary for the success of a principal and his or her school.
PLCs should focus on four questions: What do we expect our students to learn? How will we know they are learning? How will we respond when they don't learn? How will we respond if they already know it?
The foundation for Professional Learning Communities is again tied back to the school’s shared vision for teaching and learning. If it is desired school to be moving toward the vision, how will it get there? The impact Professional Learning Communities can contribute to a school’s development is incredible, but to do so the structure of a PLC must be organized and structured with all organization members clearly understanding the expectations and purpose for each PLC meeting. Joe Carter, a principal in Emmetsburg, Iowa, outlines three Big Ideas for PLC meetings that are nonnegotiable as the focus for every single PLC meeting in his building. These three Big Ideas that drive PLC work are: “Focus on Learning,” “A Collaborative Culture,” and “A Focus on Results” (Carter, 2018). By emphasizing these three Big Ideas for his team’s PLC work, Principal Carter has set the framework for expectations that should guide and drive every PLC meeting. In addition to the Big Ideas identified by Principal Carter, there are several other elements of a PLC that are non-negotiable:
- Centered upon the 4 Corollary Questions: What is it we want our students to learn? How will we know if each student las learned it? How will we respond when some students don’t learn it? & How can we extend and enrich the learning for students who have demonstrated proficiency? These four questions are the backbones of PLC work. Investigating and experimenting to find answers to these questions are the reason PLCs exist. Each and every PLC meeting must address and focus on these four questions in regards to different skills that students are expected to learn.
- Norms: Norms are the rules and expectations for PLCs as developed by each individual team. Norms help teachers stay on track and allow one another to hold each other accountable for the ideals they’ve established for their work together.
- Agenda: Each meeting should follow a consistent agenda, which can be established by the team or the building leadership.
When teachers believe that it is within their power to improve student learning, they will expect great things of themselves, and student achievement will rise
The previous eight notable practices play together to increase student achievement by creating intentional, consistent, and purpose-driven schools full of growing and improving teachers through administrative direction and support. Research by John Hattie, however, would suggest that none of these factors in and of themselves will have the greatest impact on student learning. Instead, that power lies solely in collective efficacy, the belief shared collectively by teachers that they “can positively influence student learning over and above other factors” to “make an educational difference in the lives of students” (Donohoo & Katsz, 2017, p. 21).
Collective efficacy describes the shared belief of teachers and other educators that they, as a unit, can “organize and execute the courses of action required to have a positive effect on students” (Goddard, Hoy, & Hoy, 2004, p. 4) to a greater extent than students can be influenced by other, outside factors including home life and community experiences. In making efforts toward increasing student achievement and working to achieve the school’s shared vision for teaching and learning, fostering such a powerful tool as collective efficacy is a dire investment for principals, administrators, and other school leaders. If teachers and administrators desire to make an impact, they first must believe that they, as an educational unit, have the power to do just that.
Teachers’ impressions of their ability to impact student learning are greatly impacted by the connections they have made to previous experiences in regard to the efforts they’ve made and student achievement. By intentionally affording professional learning opportunities that allow and encourage teachers to make these connections between their collective actions and resulting student achievement helps develop the belief that the prior is causal to the latter. By bringing to attention these times of exemplifying efficacy, teachers are able to see evidence of these efforts having a meaningful impact on student success. Practicing making collaborative efforts to impact student learning and engaging in professional learning opportunities that teach these skills can serve as a starting point in beginning to make these connections.
Does this list match the notable practices you have observed in effective school leadership? I invite you to challenge and add to my observations. What areas do you see as crucial in the K-12 school framework? How can educational leaders provide the necessary vision for K-12 schools to follow?
Download the Notable Practices white paper
By Megan Alexander, Instructional Coach and Principal Endorsement Program student
About the Author
Gary Richardson is currently the director of Northwestern College's Master of Education program and an instructor in the Master of Education in Educational Administration program. He has worked in education for over 37 years as a teacher, principal and superintendent. He is also a school leadership coach for the Administrative Support Program through School Administrators of Iowa. He is passionate about training teachers leaders and administrators. Learn more about the Principal Endorsement program.
