In The Truth About Leadership (Kouzes and Posner, 2010), the authors draw from decades of research and more than a million responses to their leadership assessment to form their 10 Truths. The authors share how these leadership truths are present regardless of generation, gender, continent, or industry. For your reflection:
Truth #1 You Make a Difference.
Truth #2 Credibility Is the Foundation of Leadership.
Truth #3 Values Drive Commitment.
Truth #4 Focusing on the Future Sets Leaders Apart.
Truth #5 You Can’t Do It Alone.
Truth #6 Trust Rules.
Truth #7 Challenge Is the Crucible of Greatness.
Truth #8 You Either Lead by Example or You Don’t Lead at All.
Truth #9 The Best Leaders Are the Best Learners.
Truth #10 Leadership Is an Affair of the Heart.
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The author argues there are four things strong principals do that distinguishes them from their colleagues. These four things involve their:
- vision
- support
- accountability
- celebration
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Principals, you're invited to view this brief 3-minute video about a simple and effective way to improve adult culture.
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Principals, you're invited to recognize a staff member for a job well done. The educator will be highlighted in this year's final Educator Newsletter going out on June 1st.
Fill out the form below!
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As you reflect on your building's needs, feel free to consider these professional learning opportunities (link is directly below) being offered around the 6-12 Essentials and the Schoolwide Essentials.
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Memo Recap:
May 6 - May 20, 2021
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- The RBG3 law continues to require M-STEP results to be used to identify students who are eligible for retention. However, the State Board of Education, State Superintendent Dr. Rice, and MDE continue to urge the legislature to set aside the student retention component of the RBG3 law.
- Districts should reach out to families of eligible students (those who score 1252 or below) and communicate to them their options as early as possible.
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Checking student test scores regularly (instructions found here) will maximize time for district communication to families about the next steps to support the student.
- Beginning May 26 (and weekly thereafter), official certified letters from CEPI will be sent to the families of students eligible for retention.
- As an exception, letters for students experiencing homelessness will be mailed directly to districts so that homeless liaisons can distribute them to families.
- Letters mailed on May 26 will include students tested through May 17
- Families receiving a letter will have 30 days from the date they receive the letter to contact the school district’s superintendent and request that their child not be retained
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Applications are available at https://nahfund.com/application/
- Submission can be online and/or via regular U.S. mail
- Due to the NAHF Board by 5 p.m. Friday, June 11
- Projects eligible for funding may include events, art projects, and/or language classes that encourage inclusivity between Native Americans and Michiganders
- States are required to make determinations of performance for each Early On (Part C of IDEA) local service area
- States are required to use one of the four determination categories outlined in the IDEA to evaluate each local service area
- A more detailed letter from Dr. Noel Kelty, director of OGS/ECD&FE, will be posted in Catamaran that will provide information on each local service area’s determination
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MDE announces the updated information on indirect cost rates. The new rate information includes special education rates for 2020-2021 and preliminary rate information for 2021- 2022. More information in the memo link (above) and here.
- MDE encourages schools to review M-STEP ELA reports in the secure site to begin planning now for any possible students who may receive a Read by Grade 3 letter from CEPI regarding potential grade retention.
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The memo shares a new resource from the U.S. Departments of Education (USED) and Justice (DOJ): Confronting COVID-19-Related Harassment in Schools — a fact sheet for students and families and a supplement to the 4/23/21 MDE memo that provided curricular and other resources to combat anti-Asian hate and bullying.
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The memo shares a report from the School Superintendents Association which outlines the commission’s vision for a focus on holistic systemic redesign around three core components: culture; social, emotional, and cognitive growth model; and resources to support the work.
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The clearinghouse highlights the innovative work underway nationwide in continuing to reopen K-12 schools, early childhood centers, and postsecondary institutions.
- The clearinghouse provides examples of how schools and other educational institutions can safely reopen as communities continue to recover from the COVID-19 pandemic.
- The website contains strategies and resources for educational settings organized in three main topic areas: • Reopening Safely, Student Supports, and Educator Supports.
- MDE is offering a special education teacher tuition reimbursement grant opportunity, utilizing $700,000 in federal IDEA Part B funds.
- The application deadline for this grant is September 30, 2021.
- Districts eligible to apply for the grant must have a 60 percent or higher free and reduced-priced meals student population, based on the fall 2019 data.
- The special education teacher tuition reimbursement grant funds are intended to incentivize certified Michigan teachers to earn an additional endorsement in special education for employment in a program where they are currently not qualified.
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Local education agencies (LEAs), both traditional public school districts and public school academies (PSAs), with alternative education programs or other innovative programs can apply for waivers to days, hours, and attendance requirements specific to these programs.
- Additionally, section 101(3)(f) allows a district to apply for an attendance waiver for the district.
- This waiver allows for 50% of students to be in attendance on a daily basis. The following criteria must be met in order to apply for the 50% attendance waiver:
- The district offers the minimum hours of pupil instruction as required under this section.
- For each enrolled pupil, the district uses appropriate academic assessments to develop an individual education plan that leads to a high school diploma.
- The district tests each pupil to determine academic progress at regular intervals and records the results of those tests in that pupil's individual education plan.
- The district does not operate full K-12 programming.
- Applications must be submitted prior to July 23, 2021 at 11:59 p.m.
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For entities that received an alternative education/innovative programs (hours and days) waiver in 2020-21, the end of year report form can be found here. The reporting deadline is July 16, 2021 at 11:59 p.m. The report is only required for entities that were approved for the waiver in 2020-21.
- MDE encourages all K-5 teachers and principals, superintendents, and literacy coaches to participate in a survey as part of research to understand the law’s effects on student achievement and attainment and how the law is being implemented in schools and districts across the state.
- The survey will take approximately 25 minutes and educators can receive five state continuing education clock hours (SCECHs) for completing it.
- This is the second of four educator surveys that are part of a five-year study of the RBG3 law.
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Reach out to Saginaw ISD Instruction for support
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