The Source

Today’s families are no longer passive participants in their child’s education. They are informed, empowered, and vocal. They ask different questions, challenge conventional norms, and seek school environments that align with their child’s individual needs, values, and learning styles. From flexible schedules and customized instruction to faith-based virtual options and... Read the full article >

Schwarz (2013) identifies this leadership approach as a “unilateral control mindset,” where a single individual, typically the titled leader, is seen as the sole decision-maker and the person responsible for holding team members accountable. Instead, Schwarz offers an alternative leadership approach, the “mutual learning mindset.” This mindset emphasizes collaboration and... Read the full article >

With effective ongoing training, clearly defined roles, and effective collaboration, school boards are better equipped to navigate conflict constructively, allowing them to stay focused on student learning and drive school improvement. Cognia Board Governance Certification helps school boards focus on what matters most – student learning. The certification process recognizes... Read the full article >

Drawing on leadership theory and social psychology, he identified factors that make these jobs untenable. These “impossible jobs” included situations where: Legitimacy is questioned by stakeholders Conflict is significant among constituencies The field lacks professional authority Leaders have long-term idealistic goals Not surprisingly, the school superintendent position was cited as... Read the full article >

When I spoke on my Leader Chat podcast with John C. Maxwell, known as the number one leadership author in the world, I was struck as much by his empathy as I was by his wisdom and passion. Maxwell acknowledged that the role of an educator is a difficult one,... Read the full article >

The impact of principals on teaching and learning has long been acknowledged. Research ranks school leaders as the second-most influential school-level factor—after teacher quality—on student achievement. However, programs to develop principals’ skills and support their leadership often have been limited to disconnected pre-service residencies and mentoring programs for new leaders... Read the full article >

State Superintendent Kirsten Baesler has described Cognia as a crucial partner in her efforts to support the continuous improvement of each school and district as well as the state department. In a recent interview, Baesler described her perspective on partnerships and some of the ways in which Cognia has worked... Read the full article >

While the responsibility of ensuring teacher participation in professional development often falls on the principal as the educational and instructional leader of the school (Vogel, 2018), principals must plan TPD initiatives, set expectations for implementation, and evaluate implementation results (Celeste, 2016) in addition to a multitude of other responsibilities and... Read the full article >

Convenient, high-quality professional learning is hard to come by and needed now more than ever. But the needs of learners and the demands of teaching and learning are evolving in ways not well served in traditional professional development delivery models. Sure, online access is more available but is anyone really... Read the full article >

As a former classroom teacher, principal, assistant superintendent, and a superintendent in three very different districts on both sides of the country, I have a solid handle on typical professional development strategies we tend to employ for educators. My knowledge and experience have been my motivation to change the model... Read the full article >