Before this week’s interview, Jen Schwanke and Will Parker take a few minutes to discuss the following listener question:

As I step into a new role at a new school, how can I make a difference in a school that is struggling with disengaged teachers without being seen as a ‘monster’ by the teachers I want to help?

Listen in to hear their response!

Also, Jen Schwanke now has her own newsletter! You can sign up for it here.

David Young is the CEO of the Central Kentucky Educational Cooperative in Lexington, KY. He resides in Danville, Kentucky, with wife Holly and their triplets – Mason, Connor, and Emma. David is a long-time school and district leader, having served as a principal and assistant superintendent before beginning work in his current role. Interestingly, David shares that when he began his career, he had no intentions of ever becoming a school or district leader.

Under the guidance of David and his team, schools and districts across central Kentucky have experienced great improvements in both standards mastery and student achievement while working to implement the Measurable Results system. He is also the author of the book, Unlocking Academic Achievement: A Principal’s Guide To Improved Measurable Results.

David Young’s book is a handbook for school leaders from someone who has done the work. A significant portion of Unlocking Academic Achievement discusses how school leaders can scale excellence in their own schools through identifying, studying, and extrapolating the best from super-star teachers. In order for a school to improve, there needs to be a foundation built for that improvement. David suggests that school leaders visit their best teachers’ classrooms to establish a list of best practices that can then be implemented across an entire school. Doing so will help teachers better understand what is expected from them and how to ask for help when they need it. 

Another argument David Young makes in Unlocking Academic Achievement is that it is crucial for school leaders to utilize the “expertise within” their schools in order to reach their targeted destinations with student achievement. It is important for leaders to believe that their school already has what it takes to achieve  what they want to achieve. David points out that in any given school, there are individuals who either have expertise or who can develop expertise. Certainly, bringing in outside expertise can help teachers develop their own expertise, but teachers can also learn from others within their school when trying to gain expertise. By tapping into the expertise at a school internally, school leaders are creating a return on their investment. 

Throughout Unlocking Academic Achievement, David argues that the science of teaching is as important as the art of teaching, and that congruence with standards based teaching is in integral part of the science of teaching. David states that when teachers plan lessons, they need to pay attention to the key components of state standards. Specifically, teachers need to pay close attention to the verbs in state standards. If they don’t, students will fall behind in their learning. Teachers need to stay congruent with standards so that they can make sure students are learning what they are supposed to be learning. Likewise, school leaders need to focus on congruence when problem solving when students aren’t learning what they are supposed to be learning. 

Listen in to hear the entire conversation! To wrap up the episode, David Young extends his thanks to teachers and principals who are currently working in education. 

You can stay connected with David Young via the following:

The post PMP459: Unlocking Academic Achievement with David Young appeared first on Principal Matters.