Rachel H. Monarrez, PhD

Period! Leaders often forget that they have the power to make or break the system and it all depends on how much and what kind of behaviour they allow for in the organisation. #workplaceculture #leadership #leadersoftoday

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One of the most valuable resource we have in education is TIME, yet it is also one of the greatest challenges facing teachers and leaders in schools. What is truly exciting is with PowerSchool's new AI solution called PowerBuddy, we are personalizing learning for every student while saving teachers time! Sound impossible, check out this video featuring Greg Haven, a 6th grade teacher in Modesto City Schools. Get your teachers a personal assistant today! #ai #savingtime #personlizedlearning

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To my K-12 colleagues and friends, please help with this research focused on social-emotional skills conducted by my colleagues Kara Bratton, PhD and Lori Doyle, PhD

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Teachers, administrators, and other ed experts say the most important leadership qualities to advance meaningful shifts in K-12 are: - Relationship Building - Adaptation - Reliance on Data Read more in PowerSchool’s 2024 Education Focus Report. The section “Bold Leadership and Data” starts on page 33!

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Attention educators! Check out the California Educators Together guidebooks, designed to support teachers in navigating various challenges in the classroom. These valuable resources cover essential topics, offering practical strategies and insights to enhance your teaching practice. Dive in and discover tools to empower your teaching journey! Explore the guidebooks here: https://lnkd.in/gRA683Xd #CaliforniaEducators #TeachingResources #ProfessionalDevelopment #Education

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SC TEACHER’s toolkits are free, downloadable resources designed to help districts address the most significant challenges identified in #SCTeacherWorkingConditionsSurvey data. Explore the toolkit library and select from topics like acting on your district’s specific survey data, maximizing teacher time, and engaging teachers in decision-making. Access the toolkits: https://heyor.ca/VKmdbH #scteachers #educationdata #teaching #classroomteacher

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Looking to strengthen your leadership and improve your understanding of the people you work with and for? There is (super)power in the Ask Approach! I was honored to share some thoughts about it alongside esteemed colleagues last week. And make sure to pick up a copy of Ask for you and your team! Practicing the strategies will strengthen your relationships and boost your impact!

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Practical, hands-on strategies for integrating technology into your teaching. 🧠💡💻 These webinars for teachers will equip you with the tools and knowledge you need to succeed. Download the schedule for the year and learn more: https://lnkd.in/g-49eSaJ

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I think we will see more mergers in the next few years, not only in higher education but also in private secondary education.

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🌐 Empowering K-12 Education Through Strategic Technology Integration 📚 Navigating today’s educational challenges demands effective technology integration in K-12 districts. At Bluum, we address critical needs—from assessing technology impact to selecting the right tools for enhanced learning outcomes. Our technology assessment offers actionable insights into usage patterns and effectiveness, ensuring investments align with educational goals and budgets. With the summer refresh approaching, districts can benefit from Bluum’s comprehensive services, including professional development, refurbished devices, and grant support. Contact us to discover how Bluum can tailor solutions for your district’s success. 🌟💼 #EdTech #K12Education #TechnologyIntegration

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This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

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This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

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This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

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Teacher Assessments continue to play a huge role in the credential process for new teachers. I am humbled to be selected to participate on a workgroup for the California Commission on Teacher Credentialing that focuses upon Performance Assessments. #EducationalLeadership #TeachingPerformance #EducationalExcellence

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A Culturally Responsive School Leadership Approach to Developing Equity-Centered Principals: Considerations for Principal Pipelines This free report was recently distributed to over 500 leaders at the University of Washington Center for Educational Leadership Program and last year I presented it at national conferences of NAESP, AASA, Learning Forward, and AACTE. In fact, I will be presenting this report with my co-authors at the University Council for Educational Administration (UCEA) Conference in Los Angeles next month. The report draws in large part from our Culturally Responsive School Leadership framework published in 2016 by Khalifa, Gooden, and Davis. The framework describes these four key characteristics of equity-centered school leaders, which are mapped to the seven key components of the comprehensive principal pipelines. *Having a “critical consciousness.” This is an understanding of historical oppression to inform how to achieve equity today.  *Ensuring schools are inclusive places where all feel welcomed *Supporting teachers to provide culturally responsive classrooms *Engaging with a range of community members to define what educational justice means for a school’s students We hope to see you in LA at UCEA. Can’t make it? Get the report here.

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Here's another swing at summarizing stakeholder data from a K12 CLNA project. This output is aligned with two previous blog posts: 1. https://lnkd.in/gpN2fFfk 2. https://lnkd.in/gGsD2Akm Please let me know if you're interested in more details. Our LinkedIn posts are subject to a character restriction, so we've had to cut a lot of detail for this output.

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