Association of California School Administrators
Volume 47, No. 4 | March/April 2018
18 Using the Dashboard to tell our stories
California School Dashboard communications should be carefully tailored for different
audiences and delivered strategically by the most effective spokespeople.
By Lisa Gonzales and Holly Edds
Leading for a positive
A National Distinguished
Principal shares core values
that build teams dedicated to
By Angel Barrett
Personalized supports for
Hesperia USD discovered
it didn’t need to do more for
students, it just needed to do
By Cindy Costa
Unlocking an effective
To move school leaders to a
higher level of competence,
confidence and insight,
coaching is essential.
By Marco Nava, Delia Estrada,
April Ramos, Maura Crossin, Jose
Rodriguez and Maria Sotomayor
In a sub-headline on page 26 of the
November/December edition, the wrong
information was introduced in editing.
The sub-head in the article “Equity
Masterminds” by Aliah K. MaJon should
have read: “Tool No. 3 – warm demander.”
Leadership staff apologizes for the error.
What is ‘meaningful’ stakeholder
engagement and how can we facilitate it?
A three-year study finds few districts are engaging a wide
range of individuals and groups in the process of local
control and planning.
By Julie A. Marsh and Kate E. Kennedy
Find these online exclusives at
Eliminating the achievement gap from the ground up
In Newhall SD, the ongoing development of a culture of learning and collaboration is
addressing specific needs of students, with a primary focus on English learners.
By Jeff Pelzel and Patty Maxfield
Equity allies needed as effects of racism
play out in our schools
Anti-racist White co-conspirators know it is important to give their
privilege away to enlighten others to sensitive issues like racism,
classism, sexism and homophobia.
By Sonjhia Lowery
The SANDI system supports students with intellectual disabilities
The Riverside COE is raising expectation for what these students can achieve by
implementing the Student Annual Needs Determination Inventory.
By Kate Cahill, Rebecca Silva and Chun-Wu Li
A practical approach to developing positive
The power of the student-teacher relationship can be found
in the stories of at-risk students who have been positively
influenced in the classroom.
By Trenton Hansen
36 How to ensure instructional change and sustain improvement
38 Building a teacher professional growth system
The five phases of staff development implementation can help bridge the gap between a
great workshop and the classroom.
By Sue Kaiser
Robla SD is innovating educator evaluation that embraces accountability and continuous
improvement, redefining thinking and support of professional growth.
By Susan O’Hara, Joanne Bookmyer, Robin Martin, Renee Newton and
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March | April 2018