Our amazing schools work because of great teachers.  As we strive for improvement, sometimes changes are made.  Big changes to a school’s structure can be meaningful and symbolic, but on their own, they’re not enough to change what really matters—how teachers teach and support their students. The real impact comes from making the most of these structures to help teachers improve instruction and make a difference in students’ learning (Harvey, 2013). Structural changes need to be paired with other efforts to truly make an impact.

There are many school structures that can support student success, such as professional learning opportunities, PLCs, class sizes adjustments, school systems like PBIS or decision trees, morale-boosting initiatives, master schedules, and intervention programs. Schools depend on strong, well-designed structures, but these only work when they’re built around the needs of teachers. When schools give teachers the time, support, and resources they need, they’re better able to do what they do best—help students grow and succeed. Teachers are at the heart of student achievement, and thoughtful structural support can make their jobs easier and even more effective.  Thanks to the great teachers in our schools for making learning happen for our students.

This week I want to recognize one specific individual for the amazing things she does for her school.  She is Emily Grunig. Here’s some of what a teacher said about her:

“Emily Grunig is a phenomenal principal. In high-stress situations, she consistently handles herself with competence, grace, and understanding. Her exceptional leadership stems from her strong relationship with the students. She masterfully balances engagement and accountability, setting high standards that students strive to meet. Always seeking opportunities for student involvement, she strikes the perfect balance between engagement and accountability. Emily Grunig genuinely cares about her students and teachers, giving 110% every day. I feel truly blessed to work alongside such a dedicated, caring, and competent principal.”