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New Book Alert! Leading For Tomorrow’s Schools Today

December 15, 2024 / / 0 Comments

Imagery that will be part of the book cover in productionNew Book Alert!!

Nick Polyak and I are continuing our adventures in writing, leading, and “mindset shifting” with our fifth leadership book, coming out in early 2025:

Leading for Tomorrow’s Schools Today

Description of Book
Leading for Tomorrow’s Schools Today is a forward-thinking guide for educational leaders navigating the rapidly changing landscape of 21st-century schools. Authored by seasoned superintendents Mike Lubelfeld & Nick Polyak, this book offers practical strategies and insightful reflections on how to lead effectively in times of change and uncertainty. Drawing on years of experience and a deep understanding of the educational field, the authors provide a roadmap for fostering growth, embracing innovation, and driving meaningful transformation in schools. The book emphasizes the importance of change and growth planning, highlighting proven approaches to cultivating a positive school culture, empowering teachers, and enhancing student outcomes. With a focus on both the challenges and opportunities that lie ahead, Leading for Tomorrow’s Schools Today equips leaders with the tools and mindset necessary to create learning environments that prepare students for success in a complex and dynamic world. This book is an essential resource for current and aspiring school leaders committed to shaping the future of education.

We are grateful to our publisher, Rowman & Littlefield/Bloomsbury and the teams of editors there!

As a “tip of the hat” to the recent Generative Artificial Intelligence tools from Google’s Notebook LM, we took part of our author marketing materials and shared them with the advanced Gen AI tools. The Robot Podcasters made a 15 minute “conversation” as to why you should give the book a read!

Link to 15 minute “podcast” Google Notebook LM AI Podcast “conversation”

We are very grateful to the following inspiring leaders for writing testimonials:

Luvelle Brown

Joe Sanfelippo

Courtney Orzel

Christopher Nesmith

Dr. Lupita Ley Hightower

Grateful to the following for writing essays in the book:

Glenn Robbins

Dr. Zandra Jo Galván

Gladys I Cruz

Jeff Dillon

Tremendous thank you to Thomas C. Murray for writing the Foreword!!

We are grateful and honored by the support, partnership, writing, messaging, and inspiration!

We introduce our new CHANGE leadership framework too!!

Graphic of the CHANGE leadership framework from Lubelfeld/Polyak

If you don’t want to listen to the Google Robots, check out the transcript (courtesy of TurboScribe)
Transcript of Google NotebookLM Podcast from TurboScribe

Proud of the support from our Boards of Education, Leadership Team Members, Teachers, Educational Support Staff, Business Partners, Communities, Students and so many more! Humbled by opportunities to share and proud to add to the leadership literature.

We are always grateful to the teams at  AASA, The School Superintendents Association for their support and encouragement over the years!!

 

Table of Contents

Acknowledgments

Foreword by Tom Murray

List of Tables & Figures

Preface

Introduction

Section 1: Leadership is Change

Chapter 1: Cultivating Change

Chapter 2: Selection of Staff, Who, How, and How Long?

Voices from the Field: Leading Transformation in a VUCA World: A Progressive Vision for Brigantine Public School District, Glenn Robbins, Superintendent, Author

Section 2: Go Where the Smart People Are – Learning From Others

Chapter 3 : Networks and Professional Organizations

Chapter 4: Language Matters

Voices from the Field: My Journey of People-Centered Leadership as Superintendent, Dr. Zandra Jo Galvan

Section 3: You Can Do It

Chapter 5 : We’re Not Broke, We’re Broken

Chapter 6 Transformation: Flip the Mindset

Voices from the Field: Expanding Pathways to Success, Gladys I. Cruz

Section 4: Change Faster – Embrace Your Context – Revolutionary Change

Chapter 7: Bomb Threats and Social Media

Chapter 8: Artificial Intelligence & Innovation

Voices from the Field: Jeff Dillon, The Student’s Bill of Rights

Conclusion

References

About the Authors

Appendix A Interviews from the Pandemic Era-Use Case for Generative AI and Leadership

Appendix B Teach AI Guidance

Appendix C Listing of Generative Artificial Intelligence Tools Used Throughout this Book

Leading for Tomorrow’s Schools Today: A Briefing (From Google’s Notebook LM)

Authors: Dr. Michael Lubelfeld and Dr. Nick Polyak

Target Audience: Current and aspiring educational leaders, particularly superintendents and principals.

Main Themes:

  • Navigating Change: The book emphasizes the inevitability of change in the 21st-century educational landscape and provides practical frameworks, like the Satir Change Model and the authors’ own CHANGE framework, to lead through it successfully.

“Polyak and Lubelfeld urge us to adapt and be flexible, framing leadership as an evolving journey rather than a destination.” – Courtney Orzel, Superintendent

  • Fostering Innovation: The authors champion a future-focused approach, specifically highlighting the integration of generative AI in education to prepare students for the future workforce.

“Their emphasis on future-focused leadership is critical as we guide districts in integrating technology and real-world learning experiences into the curriculum.” – Christopher Nesmith, Superintendent

  • Creating Positive School Cultures: Building trust, empowering teachers, and fostering open communication are presented as crucial for successful leadership and achieving desired student outcomes.

“They effectively demonstrated how they employed successful strategies to motivate staff and achieve positive outcomes across different school systems.” – Dr. Lupita Ley Hightower, Superintendent

  • Practical Application: The book grounds its theoretical framework in real-world case studies, demonstrating how the principles and frameworks can be successfully implemented in various educational contexts.

Key Features:

  • CHANGE Leadership Framework: A six-step framework (Challenge the Status Quo, Have Open Conversations, Adapt and Be Flexible, Navigate Obstacles, Generate a Shared Vision, Enjoy the Journey) designed to guide leaders through change management.
  • Real-world Case Studies: Compelling examples of how the book’s principles have been applied in real-world educational settings, showcasing their effectiveness and providing tangible solutions to common challenges.
  • Voices from the Field: Vignettes from experienced superintendents, including AASA past president Gladys Cruz, provide valuable insights and perspectives.
  • Reflection Questions: Each chapter includes questions designed to stimulate further study, analysis, and action, encouraging readers to apply the concepts to their own leadership contexts.

Critical Acclaim:

The book has received high praise from prominent figures in the education field, emphasizing its practicality, relevance, and inspirational approach:

  • Luvelle Brown: “Their text should be required reading for any leader wishing to be highly effective with change management and the implementation of generative artificial intelligence into their practices.”
  • Joe Sanfelippo: “This is an inspiring and practical guide for anyone looking to lead purposefully and prepare everyone in their organization for the future.”

Relevance to Specific Courses:

This book is particularly relevant for courses in superintendent and principal certification programs, including:

  • Superintendent Leadership Preparation
  • Principal Leadership Preparation
  • Technology and Future School Leadership
  • School Board Relations
  • Change Management
  • Communication
  • Student-Centered Leadership

Overall, “Leading for Tomorrow’s Schools Today” provides a comprehensive roadmap for current and aspiring educational leaders seeking to navigate change, foster innovation, and create positive learning environments that equip students for success in the 21st century.

FAQ From the Gen AI synthesis tool!

Leading for Tomorrow’s Schools Today: FAQ (From Google’s Notebook LM

1. What is the core message of “Leading for Tomorrow’s Schools Today”?

This book provides a practical roadmap for educational leaders to navigate the complexities of modern education and prepare students for the future. It emphasizes adapting to change, fostering innovation, and creating positive school cultures where everyone thrives.

2. Who are the authors and what makes their perspective unique?

Dr. Michael Lubelfeld and Dr. Nick Polyak are seasoned superintendents with a combined six decades of experience in various educational roles. Their extensive hands-on experience, coupled with their deep understanding of educational leadership, forms the foundation of their practical advice and actionable insights.

3. What specific leadership frameworks does the book utilize?

The book employs two key frameworks: the Satir Change Model, which helps understand and manage the emotional and psychological aspects of change, and the authors’ own CHANGE Leadership Framework. This framework, with its six steps—Challenge the Status Quo, Have Open Conversations, Adapt and Be Flexible, Navigate Obstacles, Generate a Shared Vision, and Enjoy the Journey—provides a structured approach to leading change initiatives.

4. How does the book address the role of technology in education?

“Leading for Tomorrow’s Schools Today” acknowledges the transformative potential of technology, specifically generative AI. It encourages educational leaders to embrace these advancements and integrate them into learning environments to equip students with the skills needed for the future workforce.

5. What is the significance of the real-world case studies included in the book?

The book features compelling case studies that demonstrate the successful implementation of the principles discussed. These real-world examples provide tangible evidence of the book’s effectiveness and offer practical solutions to common challenges faced by educational leaders.

6. How does the book address the concept of change management in education?

The book acknowledges that change is an inherent part of the educational landscape. It equips leaders with the necessary tools and strategies to manage change effectively, including fostering open communication, building trust, and addressing resistance with empathy.

7. What key areas of educational leadership does the book focus on?

“Leading for Tomorrow’s Schools Today” addresses various crucial aspects of leadership, including:

  • Cultivating a Growth Mindset: Encouraging a culture of continuous learning and improvement within the school community.
  • Building Trust: Establishing strong relationships and open communication among stakeholders.
  • Staff Selection: Emphasizing the importance of recruiting and retaining talented educators.
  • Adapting to a Rapidly Changing World: Preparing students for a future characterized by constant technological advancements and evolving career landscapes.
  • Community Engagement: Building strong partnerships with parents and the wider community.

8. How can aspiring and current school leaders benefit from this book?

This book serves as an invaluable resource for both aspiring and current school leaders seeking to:

  • Enhance their leadership skills in navigating change, driving innovation, and creating thriving school environments.
  • Gain practical insights from experienced superintendents and learn from real-world case studies.
  • Develop a forward-thinking mindset to effectively prepare students for the challenges and opportunities of the future.
Endorsements of the Book from Experts in the Field
#1 The vast amount of professional experience and talent that exists with Mike Lubelfeld and Nick Polyak is on full display in Leading for Tomorrow’s Schools Today. They inspire me and others through research, practical frameworks, and case studies that reveal strategic and successful approaches to innovating in school. Their text should be required reading for any leader wishing to be highly effective with change management and the implementation of generative artificial intelligence into their practices.
Luvelle Brown
Superintendent, Ithaca City School District
Founder/CEO Love2Achieve LLC.
#2  Leading for Tomorrow’s Schools Today provides a rich blend of real-world experience and practical insights from two seasoned superintendents who have navigated and led change in schools for nearly 60 years. Through compelling stories, Mike and Nick emphasize how creating supportive conditions and fostering innovation leads to long-term success. The book offers lessons that extend beyond education, making it a valuable read for leaders in all fields of leadership. Mike and Nick provide a clear framework for understanding and managing the complexities of organizational change. This is an inspiring and practical guide for anyone looking to lead purposefully and prepare everyone in their organization for the future.
Joe Sanfelippo
Superintendent, Author, Speaker, Wisconsin
#3  In Leading for Tomorrow’s Schools Today, Polyak and Lubelfeld delve deep into the realities of leadership, embracing the chaos and resistance that often accompany the drive for change. They do not shy away from the difficulties but instead confront them head-on, offering a wealth of success stories that illuminate their points, offering real-world examples of how visionary leadership can yield remarkable results and a candid exploration of the obstacles leaders face. Polyak and Lubelfeld urge us to adapt and be flexible, framing leadership as an evolving journey rather than a destination.Their approach is both pragmatic and inspirational, thought-provoking yet practical, encouraging leaders to view challenges as opportunities for growth rather than insurmountable barriers. Leading for Tomorrow’s Schools Today is a vital read for anyone in educational leadership.
Courtney Orzel
Superintendent
Lemont Bromberek Combined School District 113A, Illinois
#4  Leading for Tomorrow’s Schools Today by Nick Polyak and Michael Lubelfeld offers a robust framework that has become a cornerstone for how we approach change management in our AASA Redefining Ready work. The practical tools and insights in this book have directly supported our mission to redefine what it means for students to be college, career, and life-ready.
Polyak and Lubelfeld’s CHANGE Framework—Challenge the Status Quo, Have Open Conversations, Adapt and Be Flexible, Navigate Obstacles, Generate a Shared Vision, and Enjoy the Journey—is particularly valuable in guiding school leaders through the transformation required in our AASA initiatives. We’ve applied this framework to help districts across the country rethink outdated measures of success, shifting focus to real-world indicators such as career pathways, internships, and dual credit programs, which better prepare students for life after graduation.
Their use of the Satir Change Model has given us a structured process for managing resistance and chaos that inevitably arise when implementing new readiness metrics. This model provides the emotional and psychological scaffolding that leaders need to navigate through disruption and arrive at a new, more equitable status quo—one where students are assessed not just by test scores, but by their demonstrated readiness for the future.
Additionally, their call for embracing AI and innovation mirrors the cutting-edge work we are doing in Redefining Ready to prepare students for the future workforce. Their emphasis on future-focused leadership is critical as we guide districts in integrating technology and real-world learning experiences into the curriculum.
This book is not just theory—it’s a playbook for action. It has been instrumental in shaping our strategies, and I believe it’s a must-read for any school leader looking to foster transformative, sustainable change in their district.
Christopher Nesmith
Superintendent
Elma School District, Washington
#5  Dr. Michael Lubefield and Dr. Nick Polyak are nationally renowned and highly esteemed leaders. They are masterful at fostering strong relationships on behalf of their school district communities. Through their co-teaching of both aspiring and current superintendent classes, they effectively impart their extensive knowledge, experience, and expertise to many leaders.
Their book, Leading for Tomorrow’s Schools Today, is a valuable resource for all leaders working in different organizations including school systems. It serves not only as a comprehensive guide but also as a compelling call to action, emphasizing the critical role we play in shaping the future of our students. Leadership at all levels matters tremendously!
I was particularly impressed by their authenticity and their ability to provide real-life examples of challenging situations. They effectively demonstrated how they employed successful strategies to motivate staff and achieve positive outcomes across different school systems. Their commitment to generating clarity, fostering a shared vision for success, and encouraging constructive dialogue to challenge the status quo highlights their dedication to forward-thinking leadership. This approach is crucial, as it underscores our responsibility to build future-ready schools that meet the needs of ALL students.
Gracias!
Dr. Lupita Ley Hightower
Superintendent/Treasure Hunter
Arizona Superintendent of the Year 2023
Tolleson Elementary School District, Arizona

 

Inspired by Leadership Conference – Honoring President’s Day #112Leads #Suptchat

February 20, 2022 / / 4 Comments

“I am seeking, I am striving, I am in it with all my heart.”
– Vincent Van Gogh

On Monday, February 21, 2022, we celebrate President’s Day in the United States. It’s a day to honor those who have been elected by the “people” or some version of the “people” as that has evolved over time, to lead the “free world” as we say. These leaders have experienced trials, tribulations, scandals, triumphs, and much, much more over our nation’s many years in the global sphere. Leadership is what makes the difference as all leaders have ups, downs, and in between.

Our nation’s schools, a foundation and cornerstone of freedom, democracy, and “The American Way”, have come under a spotlight, scrutiny, hate, and love during the nearly two years of the experimental leadership driven by COVID-19 and divergent leadership around the nation. Follow the scientists – OK but they disagree. Follow the public health experts – OK but they disagree. Follow the politicians? – Uh – no thank you (LOL)! – But even they disagree. So … what is a leader left to do?

Publicly elected school board members (unpaid volunteers in Illinois and in many states around the nation) became (and are) at the front lines of democracy. Elected Officials who shop at the same grocery store as their neighbors who voted them in office. They who attend the same churches and faith-based organizations as their neighbors, and those, who until recently, held boring meetings. You know things may be out of control when Saturday Night Live parodies school board meetings and every superintendent is “like” – “yep, they got it right”!

So how do we evolve and grow, progress, and lead for our nation’s children and educators? When outside “experts” either abdicated leadership, waffle at the leadership, paralyze themselves with fear of failure, other, or “all of the above”, the leader (eg – the superintendent of schools in partnership with his/her school board and team) must LEAD.

I’ve been in public schools for nearly 30 years, I was a middle teacher (social studies, US history, civics, reading, Spanish, English, 6th grade, and 8th grade), a middle school associate principal (grades 4-8 and 5-8), a middle school principal (grades 6-8), a PK-8 Assistant Superintendent, and for the past 12 years, I have been a PK-8 public school superintendent. I learn from other leaders, and I lead others. I have four degrees from college universities (Bachelors, Masters, Specialist, and Doctorate). I’m a member of the AASA Leadership Network and the IASA Leadership Team, I’m a published author and a leadership coach. Blessed with opportunity, coaches, guides, friends, colleagues, and inspired by students, families, teachers, and experts, I am a lead learner proud of opportunity and highly cognizant of responsibility.

I take nothing lightly (for better or for worse). Thankfully the school board for whom I am employed, dedicated, and proudly serve is composed of seven amazing people who understand governance, leadership, and future-focused planning. With them we have and we continue to navigate the uncertain waters of the pandemic. We are now at a “crossroad” where the politics have gone haywire, the scientists and public health experts have gone haywire, and the need for leadership outpaces the speed at which outside experts have offered guidance. This coming week, the week where we honor President’s Day, our Board, locally, will be demonstrating on-the-ground leadership at a very important time. I’m honored and proud to lead in #112Leads.

My experiences from last week have reignited my passion to write … this is my first blog post in months … thank you AASA!

Leadership is a Team Sport

Recently I had the good fortune of attending the National Conference on Education, NCE, from the American Association of School Administrators (AASA). The School Superintendent’s Association, the AASA, has been in operation for more than a century. Supporting professional development, growth, and innovation for our nation’s top educational leaders has been and remains their mission of service. In the twelve years, I have served as a public school superintendent, I have attended the NCE. The conference was in person this year, the first time since February 2020 — and even though it’s only been a few years — it has seemed like an eternity since we have been able to learn together, lead together, and network together as colleagues and friends from all over the USA.

Education, public education, some would argue is the glue that binds us as a society. Some would argue it’s the most “American” of institutions. It’s where our youth spend more time than anywhere else from age 5 to 17 (or age 3-22 in many cases, as well). It’s the place where cultural values and norms are taught, reinforced, challenged, and promulgated. It’s where the very roots of the foundation of our democracy are first taking hold. And since March 2020, the foundation has been shaken, inequities have been exposed, innovations have been tested, divisive politics have divided and leadership both absent and present has guided us — or misguided us — on many fronts.

The #NCE2022, with great keynote speakers, honored partners, and heroic superintendents recognized for leadership and accomplishment helped restore my faith and confidence and my re-energization with respect to my role as a suburban Chicago, Illinois public school superintendent. The title of this post is “Leadership is a Team Sport” and that is exactly what #NCE2022 reminded me and my colleagues at each interaction. Whether it was awarding the national Superintendent of the Year or focusing on a keynote speaker from government, higher education, k-12 education or global leadership, or whether it was in the form of the hundreds of break out sessions, roundtable discussions, or special events, one huge theme came forward – we’re in this together. Whatever “this” was, is, and will be, we’re in it together.

I have the good fortune of leading with many exceptional people in North Shore School District 112 in Highland Park, IL, in Lake County, Illinois, in Illinois in general, and around the nation. At the #NCE2022, I was able to bring closure to a year-long leadership academy called the AASA National Aspiring Superintendent Academy, Blended Learning Model. Together with my good friend and leadership partner, Nick Polyak (Superintendent in Leyden High School District 212) we had the chance to meet in person most of our students with whom we have been leading on the journey towards the superintendent of schools position. Of our 29 students/participants representing 17 US states, 19 were able to make it in person, 14 US states were represented. Ideas and perspective sharing from Alabama, Texas, New Mexico, Illinois, Wisconsin, Pennsylvania, Maine, Massachusets, Arkansas, Maryland, Tennessee, Arizona, South Carolina, and Ohio were prominent in the team building and capstone project presentations.

Each of the participant’s capstone projects, presented in the IGNITE style (20 slides with imagery advancing every 15 seconds for a concise 5-minute presentation) were moving, thoughtful, highly prepared and planned, innovative, inspiring, and reflective of the excellence that each of the aspiring superintendents brings to the table in their home, work, and beyond interactions. They were individuals who became a team as a result of our time together. After all that we have been through and all we endure during the pandemic, it was powerful to gather, learn, and lead in person. Their graduation ceremony was fun, dignified, and well deserved.

In addition to teaching at the conference, Nick, PJ Caposey (Superintendent in Stillman, Valley, IL, Meridian CUSD 233) and I had the opportunity to make a presentation as a breakout session to more than 100 attendees at the conference. Our session on Student Voice: From Invisible to Invaluable was based on our 2018 Rowman & Littlefield book of the same title. Our team approach to research, writing, and presenting was energizing and affirming too. The AASA Conference staff wrote about our session and made a short video interview of my thoughts on Student Voice, which was also the theme of the conference. 

As I return to my home and next week back to my home district, I have recalibrated my “why” and thanks to my multiple teams of colleagues, friends, mentors, coaches, and fellow superintendents, I have the strength to lead with purpose no matter what challenges emerge. I have the strength and courage to lead for the students I serve, the employees I lead and manage, the Board to whom I report, and the community.

Leadership is a team sport and the strength, inspiration, grounding, and clarity a team provides can only help us each and all do better for those we have the privilege to serve.

Survey Says — Ask, Listen, Plan, Engage, Monitor — #112Leads

December 16, 2018 / / 0 Comments

Team effort goes vain when individual effort is in the wrong direction.”
– Ram Mohan

https://goo.gl/images/AVZPDW

 

 

 

 

 

 

 

 

 

This blog post content is also published in the Highland Park Neighbors magazine December 2018 issue on page 11 (Best Version Media)

Survey Says …

In North Shore School District 112 we take community engagement and stakeholder input very seriously!

As part of the Long Range Planning process, the District worked with a telephone research partner (Fako group) as well as with an online community engagement service called Thought Exchange to solicit community input and thoughts. People are encouraged to visit the District’s Long Range Planning Web page for more information: https://www.nssd112.org/Long-RangePlanning Those efforts in addition to the 25 member Superintendent’s Long Range Planning Committee (LRPC) gathered for several months to review, refine, draft, question, and advise the superintendent of schools.

In addition to community engagement for facilities and finance, we seek input on a regular basis to learn and grow as an organization. We believe that what you respect you inspect. We respect input and voice and we take action on an ongoing basis.

In addition to the statewide survey of school climate and learning conditions, 5Essentials Survey, we also conduct additional engagement surveys. It is essential for the leadership team to know what families think, what students think, and what teachers and support staff members think about the school district.

This year we conducted an INSIGHTeX organizational survey of all employees, and we have set goals by school and administrative department to act on and improve culture. The image shows that 72.41% of the 438 employees who took the survey indicate they are completely engaged and satisfied in the work they do in the school district. That survey measures culture on 15 dimensions (including communication, pride, growth, mission, quality, communication, recognition, etc.)

Starting in December, the District will be sharing the results of the student and family engagement surveys. Student voice, in addition to teacher and parent voice, is instrumental in leading the district on behalf of and with the people most impacted. Sometimes school districts overlook the voice and input of students; in our District we make it a priority to engage and involve students in our leadership. To that end, any facilities upgrades or improvements will include student and teacher voice (as well as community input) as part of the refinement process.

In addition, the District will also share the results of the Bright Bytes innovation and creative practices survey. The results of these surveys continue to drive change, improvement, and quality in our local school system. The Bright Bytes survey asks questions related to four major areas of technology impact: Classroom, Access, Skills, Environment. By learning what our stakeholders perceive, we’re able to see if there are gaps between perceptions, reality, and desired outcomes. Using survey data and the voice of the people so to speak, allows the District to lead in an inclusive and open manner.

District 112 sent information to students, teachers, and parents for completion of the Illinois mandated 5Essentials survey during the first week of December. The Illinois 5Essentials Survey provides a comprehensive picture of a school’s organizational culture in an individualized report measuring five “essentials” critical for school success:

  • Effective Leaders
  • Collaborative Teachers
  • Involved Families
  • Supportive Environment
  • Ambitious Instruction

From the U Chicago Impact site: Twenty years of research at the University of Chicago in more than 400 schools has shown that schools that were strong on at least three of the 5Essentials were 10 times more likely to make substantial gains in improving student reading and math than schools that were weak on three or more of the Essentials. Those differences remained true even after controlling for student and school characteristics, including poverty, race, gender, and neighborhood characteristics.

The survey was deemed an important component to balanced accountability under the state’s Every Student Succeeds Act (ESSA) plan by stakeholders, which resulted in state legislative changes requiring the survey annually. Principals and superintendents will receive 5Essentials Reports in March 2019. Survey results will also be reported publicly on the 5Essentials reporting site in Spring 2019 and on the State School Report Card website in Fall 2019. On behalf of the Illinois State Board of Education, UChicago Impact is providing Illinois 5Essentials to schools statewide.

Student Voice Article Published in DisruptED TV Magazine – #ASKEM

October 14, 2018 / / 0 Comments

In Chapter four of our latest book Student Voice: From Invisible to Invaluable (2018 Rowman & Littlefield), Nick Polyak, PJ Caposey, and I start the chapter with the following quote from Dorothy Day: “The greatest challenge of the day is: how to bring about a revolution of the heart, a revolution which has to start with each one of us.” (page 55). In chapter four we also feature the voice of high school student Kyla Guru.

In this blog post, I am sharing an article published today that shares excerpts of the conclusion of our book and highlights the special end of chapter feature we created: ASK’EM. It’s an acronym for what we suggest throughout the book about how leaders can incorporate student voice … just “ask’em”. The letters represent Ask, Support, Know, Empower, & Monitor, and throughout the book we share examples, suggestions, calls to action, etc. that leaders (and readers) can implement to incorporate student voice in their schools, organizations, communities, and settings! At the end of our book we have a special offer from human capital management firm HUMANeX Ventures for every reader to take a free Sensory Preference Inventory™.

From the book: “Continued learning and development starts at the foundation – first understanding HOW you learn best. Having a clear understanding if you are a VISUAL, AUDITORY, or KINESTHETIC learner can greatly impact the way in which you learn and grow in your life and career.”

In future blog posts I’ll share local efforts at gaining Student Voice through the Student Engagement Survey with HUMANeX Ventures (a survey being administered to all students in our district from grades 3-8 this month). For now … here is the article just published (as always, comments are encouraged and welcomed):

DisruptED TV Magazine
Student Voice: From Invisible to Invaluable

By Michael Lubelfeld, Nick Polyak & Phillip J. ‘PJ’ Caposey

As educators we are engaged in listening every day. As superintendents we’re also engaged in leading every day. As leaders we have tested theories and approaches to systems change for many years in suburban and rural PK-12 school systems. Recently we started writing as a way to reflect, share messages of success, and in an effort to inspire others. One of our latest projects Student Voice: From Invisible to Invaluable (2018 Rowman & Littlefield) underscores the value we place on student voice in the overhaul and transformation for education in our nation. In this article we’re sharing excerpts from the preface of the book that include a call to action.

Student Voice: From Invisible to Invaluable is about why today’s leaders need to connect with students and how to accomplish true success by giving students a voice in their own education. The premise of this book is that student voice is often, for some inconceivable reason, invisible.

The failure to systematically include students and listen to their viewpoints is a contributing factor which explains why schools have changed little since the 19th Century. This book will explore many topics ranging from digital citizenship to teacher evaluation, and we sincerely believe that by leveraging the voice of students as collaborative leaders, true school and educational transformation can and will occur.

The book is based around two central questions:

● Why should today’s school leaders engage student voice from a leadership perspective as collaborators in leading?

● How can today’s school leaders engage student voice from a leadership perspective as collaborators in leading?

Core beliefs that drive this book are largely based on research. These beliefs include that the single most impactful person in a student’s learning journey is the teacher. The second most impactful is the principal (Marzano & Waters 2005). If the teacher is a manager and the principal is a leader, congruence in the approaches of engaging the student in his own learning must exist. Additionally, confidence is necessary to amplify student voice in our schools.

We submit that taking student voice from invisible to invaluable reflects the choices made by confident leaders. Leaders in the classroom (teachers) and leaders in the office (principals) and leaders in the central office (superintendents) must exist at all levels to truly listen to student voice and for school evolution and even transformation to be possible. Throughout this book, we will continually work to convince the reader of why this paradigm shift leading to an increase in student voice is necessary and give tips and techniques on how to get the work done.

Our leadership journeys allow us to test theories of leadership and put into practice beliefs, hypotheses, thoughts, and actions. While we lead with other adults and members of the typical school community: teachers, board members, administrators, and parents, we have engaged students in leadership as well. We share our successful leadership experiences and examples of making student voices invaluable in actual leadership and governance.

This transformation is truly a win-win for students and leaders. Educators must simply do two things to begin the paradigm shift necessary to take this forward. The first is easy — believe in the brilliance of your students. The second is hard — relinquish some element of control. This book will help walk you through both of these steps while focusing on precise areas of potential change within your classroom, school, or district.

EDUCATIONAL CONTEXT — Why the book is necessary

Around the nation many leaders are implementing various forms of personalized learning. The synergy between student learning and growth and teacher direction and knowledge grows exponentially when student voice is real, true, and authentic. Long gone are the days where compliance rules the priorities of teachers and schools. We will examine personalized learning and how student voice can be amplified through personalized learning environments.

Our vision is for student/learner centered systems that we’re compelled to create. As Mike and Nick wrote about in The Unlearning Leader: Leading for Tomorrow’s Schools Today (2017 Rowman & Littlefield) we all must unlearn so that we can learn and relearn — change is not an optional process.

Today’s leaders, teachers, students, pretty much all constituent stakeholder groups, must embody the 4Cs: communication, collaboration, critical thinking, and creativity. Teaching students what it means to “be at the table” and teaching students how to think “outside of the box” opens up pathways never before seen or applied in modern school systems.

These pathways can be replicated and refined with student leadership experiences in “real life” through their schooling experiences. Student voice does not “just happen;” the success of this fundamental shift in how we ‘do school’ is dependent upon shared vision, deliberate engagement, and by teaching students how to be a part of the process. We share examples of how and why the future belongs to the students and the present-day leaders can do much to set them up for success.

With this type of engaged and partner leadership we will allow future generations to bear witness to transformed systems of schooling and society. Long gone are the days of “sage on the stage” — in order to support the “guide on the side.” Leaders can engage students and establish new norms so their input becomes invaluable. This is a call to action book for all people interested in transforming education and to improving the world.

The learning purposes and unique features of this book include:

● Establish, propose, and reinforce the “How” and the “Why” for including student voice in leadership decision making

● Provide leaders with actionable case studies and examples from the field for implementation

● Model and share new ways of incorporating authentic student voice

● Reflection questions that will generate thought and conversation around each chapter

● End of chapter feature ASK’EM, an actionable acronym, at the end of each chapter to both reinforce chapter concepts and examples as well as a call to action: Ask, Support, Know, Empower, Monitor

● Stop-Think-Act prompts, questions, problems of practice

● Commentaries and essays from students and educational leaders throughout the book. This provides additional voices on the topics on progressing with student voice from invisible to invaluable.

About the Authors

Michael Lubelfeld, Ed.D. @mikelubelfeld

Michael Lubelfeld, Ed.D.-Mike currently serves as the superintendent of schools in North Shore School District 112 in Highland Park, IL. His blog is at https://mikelubelfeld.edublogs.org/ He can be found on Twitter at @mikelubelfeld and he is the co-moderator of #suptchat — the superintendent educational chat on Twitter. He and Nick Polyak authored the 2017 Rowman & Littlefield book The Unlearning Leader: Leading for Tomorrow’s Schools Today. Mike has been married to his wife Stephanie for the past 15 years and they have two children.

Nick Polyak, Ed.D. @npolyak

Nick Polyak, Ed.D.-Nick is the superintendent of Leyden Community High School District 212 in Franklin Park, IL. He can be found on Twitter at @npolyak and he is the co-moderator of #suptchat — the superintendent educational chat on Twitter. Nick has been married to his wife Kate for the past 17 years and they have four children.

Phillip j. “PJ” Caposey @MCUSDSupe

Phillip J. “PJ” Caposey, Ed.D.-PJ is the author of three books and is a sought after speaker and consultant specializing in school culture, principal coaching, effective evaluation practices, and student-centered instruction. PJ currently serves as the Superintendent of Schools for Meridian CUSD 223 in Northwest Illinois and is married to his wife Jacquie and has four children. PJ can be reached via twitter @MCUSDSupe.

Student Voice — Why it matters #112Leads

July 27, 2018 / / 0 Comments

“Sometimes it falls upon a generation to be great. You can be that great generation. Let your greatness blossom.”
– Nelson Mandela

The greatest leaders listen as their main form of communication. Over the years I have learned a great deal about listening — true listening, active listening, empathic and empathetic listening. As a superintendent I do a great deal of listening to learn and grow with internal and external stakeholders. One group to whom we must listen in schools is the student body. Students are the main “customers” in the school system. All of the decisions that are made from the boardroom to the classroom impact the lives of the students. I’ve often written and said that students have but one chance to experience each grade level—it’s incumbent upon we in leadership to make sure that their experiences are limitless and spectacular!

In this blog and through this blog I share ideas, thoughts, calls to action; I share questions, ideas and solicit feedback; I also share publications of which I have been an author, contributor or creator.

In this post I’m sharing an article recently published by DisrupteED TV Magazine on Student Voice. In it me and Nick Polyak and PJ Caposey share thoughts and excerpts from the preface of our latest book Student Voice: From Invisible to Invaluable. As always I welcome comments and suggestions for improvement!

DisruptED TV Magazine

Student Voice: From Invisible to Invaluable

By Michael Lubelfeld, Nick Polyak & Phillip J. ‘PJ’ Caposey

As educators we are engaged in listening every day. As superintendents we’re also engaged in leading every day. As leaders we have tested theories and approaches to systems change for many years in suburban and rural PK-12 school systems. Recently we started writing as a way to reflect, share messages of success, and in an effort to inspire others. One of our latest projects Student Voice: From Invisible to Invaluable (2018 Rowman & Littlefield) underscores the value we place on student voice in the overhaul and transformation for education in our nation. In this article we’re sharing excerpts from the preface of the book that include a call to action.

Student Voice: From Invisible to Invaluable is about why today’s leaders need to connect with students and how to accomplish true success by giving students a voice in their own education. The premise of this book is that student voice is often, for some inconceivable reason, invisible.

The failure to systematically include students and listen to their viewpoints is a contributing factor which explains why schools have changed little since the 19th Century. This book will explore many topics ranging from digital citizenship to teacher evaluation, and we sincerely believe that by leveraging the voice of students as collaborative leaders, true school and educational transformation can and will occur.

The book is based around two central questions:

● Why should today’s school leaders engage student voice from a leadership perspective as collaborators in leading?

● How can today’s school leaders engage student voice from a leadership perspective as collaborators in leading?

Core beliefs that drive this book are largely based on research. These beliefs include that the single most impactful person in a student’s learning journey is the teacher. The second most impactful is the principal (Marzano & Waters 2005). If the teacher is a manager and the principal is a leader, congruence in the approaches of engaging the student in his own learning must exist. Additionally, confidence is necessary to amplify student voice in our schools.

We submit that taking student voice from invisible to invaluable reflects the choices made by confident leaders. Leaders in the classroom (teachers) and leaders in the office (principals) and leaders in the central office (superintendents) must exist at all levels to truly listen to student voice and for school evolution and even transformation to be possible. Throughout this book, we will continually work to convince the reader of why this paradigm shift leading to an increase in student voice is necessary and give tips and techniques on how to get the work done.

Our leadership journeys allow us to test theories of leadership and put into practice beliefs, hypotheses, thoughts, and actions. While we lead with other adults and members of the typical school community: teachers, board members, administrators, and parents, we have engaged students in leadership as well. We share our successful leadership experiences and examples of making student voices invaluable in actual leadership and governance.

This transformation is truly a win-win for students and leaders. Educators must simply do two things to begin the paradigm shift necessary to take this forward. The first is easy — believe in the brilliance of your students. The second is hard — relinquish some element of control. This book will help walk you through both of these steps while focusing on precise areas of potential change within your classroom, school, or district.

EDUCATIONAL CONTEXT — Why the book is necessary

Around the nation many leaders are implementing various forms of personalized learning. The synergy between student learning and growth and teacher direction and knowledge grows exponentially when student voice is real, true, and authentic. Long gone are the days where compliance rules the priorities of teachers and schools. We will examine personalized learning and how student voice can be amplified through personalized learning environments.

Our vision is for student/learner centered systems that we’re compelled to create. As Mike and Nick wrote about in The Unlearning Leader: Leading for Tomorrow’s Schools Today (2017 Rowman & Littlefield) we all must unlearn so that we can learn and relearn — change is not an optional process.

Today’s leaders, teachers, students, pretty much all constituent stakeholder groups, must embody the 4Cs: communication, collaboration, critical thinking, and creativity. Teaching students what it means to “be at the table” and teaching students how to think “outside of the box” opens up pathways never before seen or applied in modern school systems.

These pathways can be replicated and refined with student leadership experiences in “real life” through their schooling experiences. Student voice does not “just happen;” the success of this fundamental shift in how we ‘do school’ is dependent upon shared vision, deliberate engagement, and by teaching students how to be a part of the process. We share examples of how and why the future belongs to the students and the present-day leaders can do much to set them up for success.

With this type of engaged and partner leadership we will allow future generations to bear witness to transformed systems of schooling and society. Long gone are the days of “sage on the stage” — in order to support the “guide on the side.” Leaders can engage students and establish new norms so their input becomes invaluable. This is a call to action book for all people interested in transforming education and to improving the world.

The learning purposes and unique features of this book include:

● Establish, propose, and reinforce the “How” and the “Why” for including student voice in leadership decision making

● Provide leaders with actionable case studies and examples from the field for implementation

● Model and share new ways of incorporating authentic student voice

● Reflection questions that will generate thought and conversation around each chapter

● End of chapter feature ASK’EM, an actionable acronym, at the end of each chapter to both reinforce chapter concepts and examples as well as a call to action: Ask, Support, Know, Empower, Monitor

● Stop-Think-Act prompts, questions, problems of practice

● Commentaries and essays from students and educational leaders throughout the book. This provides additional voices on the topics on progressing with student voice from invisible to invaluable.

About the Authors

Michael Lubelfeld, Ed.D. @mikelubelfeld

Michael Lubelfeld, Ed.D.-Mike currently serves as the superintendent of schools in North Shore School District 112 in Highland Park, IL. His blog is at https://mikelubelfeld.edublogs.org/ He can be found on Twitter at @mikelubelfeld and he is the co-moderator of #suptchat — the superintendent educational chat on Twitter. He and Nick Polyak authored the 2017 Rowman & Littlefield book The Unlearning Leader: Leading for Tomorrow’s Schools Today. Mike has been married to his wife Stephanie for the past 15 years and they have two children.

Nick Polyak, Ed.D. @npolyak

Nick Polyak, Ed.D.-Nick is the superintendent of Leyden Community High School District 212 in Franklin Park, IL. He can be found on Twitter at @npolyak and he is the co-moderator of #suptchat — the superintendent educational chat on Twitter. Nick has been married to his wife Kate for the past 17 years and they have four children.

Phillip j. “PJ” Caposey @MCUSDSupe

Phillip J. “PJ” Caposey, Ed.D.-PJ is the author of three books and is a sought after speaker and consultant specializing in school culture, principal coaching, effective evaluation practices, and student-centered instruction. PJ currently serves as the Superintendent of Schools for Meridian CUSD 223 in Northwest Illinois and is married to his wife Jacquie and has four children. PJ can be reached via twitter @MCUSDSupe.

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