Improving Student Agency Through Teams with Michael Toth Transformative Principal 491

Michael D. Toth is founder and CEO of Learning Sciences International and leads LSI’s Applied Research Center. He is also the author of the multi-award-winning book The Power of Student Teams with David Sousa; author of Who Moved My Standards; and co-author with Robert Marzano of The Essentials of a Standards-Driven Classroom, School Leadership for Results, and Teacher Evaluation that Makes a Difference.

Michael gives public presentations and advises leaders on the most critical issues in K–12 education today, including equity and access, academic rigor, and student agency. As a thought leader, Michael has moderated high-level events such as roundtable discussions between some of the nation’s top superintendents on topics like reimagining schools of the future.

• How Florida’s Lowest Performing School Improved from an “F” to an “A” After Partnering with LSI
• External operator.
• Overcorrection is not helpful
• ensure student agency
• after a year, nothing but love.
• Building
• All students are capable of student agency
• If we just control them, we can’t go to rigor.
• Developing persistence
• Academic teaming - structures and responsibilities.
• “My kids can’t do that” means “I don’t know how to do that”
• The promise of public schools is that it will break generational poverty.
• Photos going back to the beginning of photography.
• Core instruction has to move kids from compliant, dependent thinkers to independent thinkers.
• Give students strategies on how to have structures, norms, and codes of conduct.
• culturally responsive learning environment helps significantly.
• Granting grace to schools
• Kindergartners self-regulating in groups.
• Parents, especially college-educated parents, are constantly teaching
• If we are attempting to teach SEL but on it’s own we’re missing the point.
• Teaching and learning are two distinctive processes.
• The highest level is application.
• “I didn’t know my kids could that!”
• “My kids are learning without me, what do I do?”
• Kids are built for rigor.
• Teacher-led groups and then student-led groups
• student directed classrooms.
• Perverse effects
• If you get your kids to deeper learning, they do better on tests.
• National Demonstration School.
• Productive struggle - it’s actually fun.
• How to be a transformative principal? Who’s talking more? teacher

Sponsors Transformative Principal Mastermind

Lead a school everyone can be proud of.

Being a principal is tough work. You’re pulled in all kinds of directions. You never have the time to do the work that really matters. Join me as I help school leaders find the time to do the work they became principals to do.

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