Leading the Rebound

Introduction Must-Do #1: Take Care of Yourself Must-Do #2: Take Stock and Find the Path Must-Do #3: Rebuild Teacher Agency Must-Do #4: Rebuild Collective Teacher Efficacy Must-Do #5: Foreground Social and Emotional Learning Must-Do #6: Change the Learning Loss Narrative Must-Do #7: Guide Teacher Clarity Must-Do #8: Ensure Instructional Excellence Must-Do #9: Use Assessments for a Range of Purposes Must-Do #10: Design and Implement Interventions Must-Do #11: Win Back Parent-Teacher Relationships Must-Do #12: Establish Restorative Practices Must-Do #13: Avoid Stealing the Conflict Must-Do #14: Enhance Teacher-Student and Student-Student Interactions Must-Do #15: Develop Early Warning Systems for Attendance, Behavior, and Course Completion Must-Do #16: Confront Cognitive Challenges to Learning Must-Do #17: Ensure Equitable and Restorative Grading Must-Do #18: Enhance Professional Learning Communities Must-Do #19: Provide Empathetic Feedback Must-Do #20: Host Honest Performance Conversations Must-Do #21: Maintain Your Social Presence Must-Do #22: Future-Proof Teachers and Students References

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed teacher and leader in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning. Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association's Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook. Dominique Smith, EdD, is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, California. Smith is passionate about creating school environments that honor and empower students. His research and instruction focus on restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learning to K-12 teachers in small and large groups that address classroom and school climate and organization. He holds a doctorate in educational leadership from San Diego State University with an emphasis on equity as well as a master's degree in social work from the University of Southern California. Dominique also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance. Smith has been recognized with the National School Safety Award from the School Safety Advocacy Council. In 2018, he delivered a TED Talk on building relationships between students and teachers. John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn; Visible Learning for Mathematics, Grades K-12; and 10 Mindframes for Visible Learning.