Editor’s Note: The NAESP Mastermind Group is a peer-to-peer mentoring group to help members solve problems in real time through input and advice from other group participants. Led by NAESP Mastermind Group facilitator Andrea Thompson, participants have volunteered to share their problems of practice—and solutions to those problems—in a new NAESP article series “Problem Solved.” This article is the third in the series.

In a previous leadership position, teachers reported to principal Jessica Zimmer that they were noticing students’ academic progress was being negatively impacted due to lack of family support at home. Here’s how she addressed it.

Diving Deeper

As a building, we held data meetings to continually monitor students’ academic progress. As leaders, we saw a pattern of reports from teachers that a lack of support from home (not supervising homework, lack of studying, etc.) was one of the main causes of lack of academic growth. Teachers expressed that families were not meeting their expectations, and they hypothesized that higher quality partnerships would support the learning of struggling students.

During the Mastermind Group sessions, fellow school leaders helped me identify barriers to family support at home, brainstorm potential solutions, and develop strategies to use in schools to help boost family support at home. We came up with:

1. Staff were surveyed to share their beliefs about what they expected from families in terms of academic support.
2. During our shared decision-making team meetings, we asked families to share their experiences with homework and studying.
3. We compiled data, which showed that there were inconsistent expectations among teachers both within and across grade levels, parents did not understand the expectations for homework and studying (such as when to correct work, how long to let a student struggle, or how much to assist), and parents wanted more guidance from the teachers to support their children.

Measuring the Results

By using root cause analysis, we were able to identify that a lack of guidance and expectations from the school were causing some families to feel disengaged from their children’s education. We used the data we collected through surveys, meetings, and interviews to create a Home-School Compact, which provided support to families. It created clear, consistent expectations for both teachers and staff, as well as ways for parents to support their children at home.

This experience taught me the importance of being user-centered in our approach to problem-solving. Instead of blaming or judging families for not partnering for their children’s academic success, we embraced their views and listened to their voices. We, as educators, learned that we cannot make assumptions that families understand their role in their children’s education. It was a powerful exercise that had a positive impact on student learning.

Masterminding has had a strong positive impact on me as both a leader and a learner. Using a collaborative approach to problem-solving is key to our success as leaders. Throughout our work together as a team, we have been able to support each other by providing objective feedback, ideas, and resources to improve our school communities.

Jessica Zimmer is principal of Shelter Rock Elementary School in Manhasset, New York and a member of the NAESP Mastermind Group.

NAESP Mastermind Group Framework

The NAESP Mastermind Group framework is a collaborative model that brings together educational leaders to share knowledge, discuss challenges, and develop strategies to improve educational outcomes. Here’s how it works:

1. Collaborative Learning Community: Education leaders meet regularly to discuss various topics, share insights, and support each other. This collaborative environment fosters a sense of community and mutual accountability.
2. Structured Meetings: Meetings are typically structured to include discussions on specific themes, problem-solving sessions, and opportunities for members to share their experiences and best practices.
3. Facilitation by Experts: Groups are facilitated by experienced educators or leaders who guide discussions, provide insights, and ensure that meetings are effective.
4. Goal-Setting and Accountability: Members are encouraged to set personal and professional goals related to their leadership practices. Regular check-ins and peer accountability help ensure that members stay committed to achieving their objectives.
5. Reflective Practice: The framework promotes reflective practice, allowing leaders to critically analyze their approaches, learn from their experiences, and continuously improve their strategies.
6. Professional Growth: Participation contributes to professional growth and enhanced leadership skills.
7. Resource Access: Being part of the Mastermind network connects leaders with resources, experts, and additional support that are instrumental in planning and executing interventions.

Ready to get involved in the NAESP Mastermind Group? Visit naesp.org/mastermind.