Principal, March/April 2015
By Kaylen Tucker

A Pennsylvania school district’s early childhood committee engages area preschools and day care providers to establish a foundation of learning for students before they enter kindergarten.
By Anthony J. Sparano, Jr.
Principal, March/April 2015
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Training and support can reduce barriers to educators reaching out to grieving students.
By David J. Schonfeld and Thomas Demaria
Principal, March/April 2015
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Strategies to help educators avoid burnout while keeping students learning-ready.
By Pete Hall and Kristin Souers
Principal, March/April 2015
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School counselors and psychologists map out an integrated system of support.
With Stephen E. Brock, John Desrochers, Elizabeth Parker, & Robin Zorn.
Principal, March/April 2015
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By Dina G. Wert
Principal, March/April 2014

Here’s a common elementary school scenario: A father comes to pick up his third-grade daughter for a dentist appointment, and the secretary asks, “Who is her teacher?” Dad, shifting his weight and searching the office for a visual clue, stammers, “Oh geez, I’m not sure. I think it starts with a B…”

Instructional rounds engage teachers in prescribing school improvement solutions.
By Lee Teitel
Principal, March/April 2015
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Bringing vocabulary instruction back into our schools.
By Aradhana Mudambi
Principal, January/February 2015
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By Perry A. Zirkel
Principal, January/February 2015

The FMLA entitles eligible employees of covered employers to take unpaid, job-protected leave for specified family and medical reasons, with continuation of group health insurance coverage under the same terms and conditions as if the employee had not taken leave. The act and its regulations also include special rules for K-12 school employment, including restrictions on intermittent or reduced-schedule leave and return from leave near the conclusion of an academic semester for instructional employees.

By Richard Wiesenthal
Principal, January/February 2015

As educators, it is our responsibility to determine where students are, find out what they need, and provide it—all in the time we have them at our school. But like many schools across the country, New Paltz Middle School, which is located in the scenic Hudson Valley of New York state, has struggled with the learning that is supposed to happen at home: homework.

By Debra Ann Berndt and Shireen Ann Fasciglione
Principal, January/February 2015

Ask any principal what he or she would like more time to do, and the response will likely be more involvement in teaching and learning. Many principals bemoan the loss of having a regular, direct connection with children. Serving as a teaching principal can restore this connection and be one of the most rewarding experiences of the principalship.

By Rachel Jones
Principal, January/February 2015

Teacher leadership is a “sleeping giant,” according to researchers Marilyn Katzenmeyer and Gayle Moller. In their 2001 book, Awakening the Sleeping Giant: Helping Teachers Develop as Leaders, they write: “Within every school, there is a sleeping giant of teacher leadership, which can be a strong catalyst for making change.”

By Jennifer Schwanke
Principal, January/February 2015

By Rosie O’Brien Vojtek
Principal, January/February 2015

Outside of school, technology is ubiquitous. Over 90 percent of people worldwide have a cell phone. Many children have their own computer, tablet, and/or cell phone. At the very least, most have access to a parent’s cell phone.

Principal, January/February 2015

Education researchers, policymakers, and thought leaders provide insight into the principal’s role in aligning early childhood education.
By Susan McLester
Principal, January/February 2015
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Nine principals share their successful strategies for school leadership.
By H.J. Cummins
Principal, January/February 2015
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NAESP’s Gail Connelly discusses the intersection of arts-integration, college- and career-ready standards, and pre-K-3 with NAESP President Mark White and NAEA President Dennis Inhulsen.
Principal, January/February 2015
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By working together, principals, librarians, and teachers can transform learning environments to ensure that students achieve digital literacy.
By Ann M. Martin and Kathleen R. Roberts
Principal, January/February 2015
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Help students get to the bottom of close reading and complex texts.
By Douglas Fisher and Nancy Frey
Principal, January/February 2015
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