• JP brings together several critical factors in the development of an effective school.

  • JP partners with schools and districts across the country to provide intensive professional development for scientifically-based programs.

  • Common Core State Standards, Factors Influencing Student Achievement, Responsive Coaching, Teacher Evaluation, Autism

  • JP works with schools providing training on how to ameliorate teacher weaknesses brought to light through the process of teacher evaluation.

  • JP Associates offers our sites grant writing assistance. Take advantage of our experience writing successful grant requests.
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Principals list 6 school technology priorities moving into 2018

principals school technology

A new report reveals how school principals manage tech initiatives and purchasing.

Although 90 percent of principals said they believe technology is critical for student learning, only two-thirds would rate their school technology as strong, according to a new report from MDR EdNET Insight.

The report, “School Trends: Principals’ Perspectives on Instructional Initiatives and Purchasing Decisions,” includes data broken down by school level, size, location, and Title I status.

In combination with the research from the entire four-part series, the report offers a 360-degree view of decision-making authority at all levels, from an administrator, to a principal to a classroom teacher.

Based on a national survey, U.S. principals shared their priorities on:
• Instructional initiatives–implementation of innovative practices, such as personalized learning
• Purchasing–where, how, and by whom decisions are made on various types of purchases with discretionary school budgets
• Professional development needs for teachers and themselves
• Resources–how they learn about new products and view marketing and sales approaches
• Leadership issues–overall vision to improve student outcomes while facing many challenges

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Student Challenge | Connect What You’re Studying in School With the World Today


So you’re studying the Civil War — or Shakespeare, or evolution, or “The Bluest Eye.”

Why? What does it have to do with your life and the lives of those around you? Why should you remember it once you’ve turned in that paper or taken that test?

What relevance does it have today? What lessons can you learn from it that can be applied to the world outside of school? What parallels do you see between it and something happening in our culture or the news?

Although your teachers probably pose questions like these already, this challenge invites you to answer them a little more formally.

Essentially, we’re asking you to do what we do every day: connect what’s in The New York Times with what you’re learning in school.

If you simply open NYTimes.com and start clicking around, you’ll see that the task is not that hard. The Times publishes hundreds of articles from around the globe every day, so you can almost always find something that confronts the very same themes, questions or issues that you’ve been discussing in class.

But to help, we have a lesson plan with a few practical suggestions, including one on how to search for useful Times content.

Good luck, and, as always, please post questions in the comments and we’ll answer you there. We’re excited to see what you come up with!

Rules and Tips

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Building Resilience, Preventing Burnout

 A woman seated at her desk and leaning back in her chair—eyes closed and smiling.

Whether you’re a new teacher or a veteran,

try these tips for taking care of yourself and staying energized throughout the school year.

If you’re a new teacher, maybe you’ll feel affirmed to know that researchers have found that the hardest stretch of the school year, especially for novice teachers, is late October to Thanksgiving break. By that time of the year, the rush and excitement of the start has faded, you’re tired, and you’re not yet seeing the impact of all the hard work you’re putting in—you aren’t yet seeing leaps in student learning.

Let me quickly define burnout. Burnout is physical and emotional exhaustion. It can manifest as low-level depression. It’s what happens as a result of unrelenting stress—both physical and emotional. And you can prevent it. You can recognize the indicators of burnout, you can boost your emotional resilience, and you can draw boundaries around what you do so that you can tend to your physical and emotional well-being.

Taking Action

Whether you’re in your first or 15th year of teaching, here are 10 tips for staying energized, at any point in the school year:

1. Care for your body. Prioritize sleep above all else. Aim for eight hours a night. There are many connections between sleep and emotional wellness. Eat nutritious food. Move your body. You know this, but I need to remind you.

2. Carve out downtime and honor it religiously. Make sure you take at least one weekend day off. During the week, be sure to stop working by 8 pm. You need to rest. Working yourself to the bone or martyring yourself to the cause is useless. It won’t ultimately serve you or your students.

3. Build in micro-moments of renewal during the day. Every hour, or at least a couple times a day, sit still for one minute. Close your eyes. Imagine all your stress draining out of the palms of your hands and the soles of your feet.

4. Cultivate realistic optimism. Resilient people are optimistic. Remember that challenge and struggle are temporary, not permanent. Being optimistic has nothing to do with being a Pollyanna or denying reality. It’s about holding to the belief that positive change is always possible. It’s about seeing the glass as half full and half empty.

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#RealLeaders and Praise


Superintendents grapple with finding stellar teachers

Explore some of the solutions JP offers schools and districts to address finding, keeping and developing stellar teachers: http://www.jponline.com/jp-domains/teacher-effectiveness

district superintendents

Poll reveals superintendents' biggest challenges, priorities for student success.

Concerns around finding highly-qualified teachers and principals plague today’s district superintendents, according to a new Gallup poll.

Two-thirds of district superintendents in a new survey said the quantity of new teacher candidates is decreasing, and 43 percent said new principal candidates are decreasing.

Participating district superintendents tended to rate their districts as less effective at recruiting talented teachers and principals than they are at selecting, developing and retaining them, according to the poll.

Forty-two percent of superintendents report that they are engaged with their job–higher than U.S. workers nationally. District superintendents in city, suburban and larger districts tend to display higher levels of job engagement, according to the study.

Concerns over teacher and principal recruitment extend to superintendents’ thoughts about how their schools are preparing students for post-graduation success. Superintendents are most likely to rate having teachers who create excitement for the future as extremely important to students’ success after graduation.

Superintendents who tend to be engaged with their work are those who strongly believe their district is very effective in recruiting high-quality teachers and principals and if they are very positive about their relationship with the school board and about their board members’ knowledge of K-12 education.

Superintendents said their greatest challenges include: improving academic performance of underprepared students (81 percent), battling the effects of poverty on student learning (74 percent), and budget shortfalls (73 percent).

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  • Detailed Needs Assessment
  • Customized Professional Development
  • Grant-writing
  • Strategies for serving students with Autism
  • Creating a positive school/classroom culture
  • Leadership training and coaching
  • Common Core State Standards
  • Effective Instructional Practices
  • Differentiating Instruction
  • Effective Reading Instruction
  • Job-embedded, side-by-side, onsite coaching

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