The conversation focuses on the lessons learned on 90/90/90 schools from the fearless instruction perspective on the importance of defining proficiency in nonfiction writing for students, emphasizing the need for clarity in expectations and understanding where students start. It discusses implementing research-proven practices to guide students from their starting point to proficiency in writing.

Follow on Twitter: @AllysonApsey @bamradionetwork @jonHarper70b

Dr. Ann Perez is the Director of Professional Learning at Creative Leadership Solutions. She has served for 28 years as a teacher, assistant principal, principal, executive director of teaching and learning, and now, coach. A graduate of Bowling Green State University, The Ohio State University, and Virginia Tech, Dr. Perez is passionate about developing adults to support student success. Her favorite strategy for change is the master schedule, believing anything is possible with a great schedule.

Allyson Apsey has taught grades three through eight and has been a principal for all levels K-12. Recognizing the significant impact trauma has had on many of our students, staff and families, Allyson became a Certified Trauma Practitioner in Education. Allyson writes on a blog called “Serendipity in Education” and has authored several books, including her newest book called Leading the Whole Teacher and the best-selling book The Path to Serendipity. She has been published in Principal Magazine and was featured in a TedX Talk called “Serendipity is Everywhere.” Allyson is an associate with Creative Leadership Solutions where she works with districts and schools across the nation to improve performance at every level from the classroom to the boardroom, with evidence, passion, and results. She loves speaking to passionate groups of educators as everyone works to be happy and effective people for the benefit of everyone.

Marla Conteh, an educational leader from Turlock, California, is a passionate advocate for equity and inclusive learning. As a former English Learner, her mission is to create safe, supportive environments for all scholars. With over 25 years of experience, she has served as an elementary teacher, TK–12 instructional coach, and school principal. She also teaches future educators at CSU Stanislaus, focusing on cultural proficiency and inclusive classroom management.

Keywords nonfiction writing, student proficiency, educational practices, evidence-based research, writing expectations

Takeaways

What's the end game for students?

What does proficient nonfiction writing look like at each grade level?

Having clarity of what the expectations are.

Where are our students starting?

Working together to analyze practices.

Research proven practices for student success.

Evidence-based practices in education.

Finding it in scholarly research.

Getting our students from the starting point to the end point.

Expectations for nonfiction writing at each grade level.

Defining Proficiency in Nonfiction Writing

Research-Proven Practices for Student Success

90/90/90 Schools

Fearless Instruction

Quotables

"What's the end game for students?"

"Where are our students starting?"

"Finding it in scholarly research."

In a year marked by uncertainty and constant disruption, school principals were forced to lead in ways they never had before. This episode reflects on how leaders moved their communities from anxiety to action—navigating immigration fears, embracing transparency, strengthening belonging, and rebuilding trust with staff and families. Through candid insights, we explore why listening, intentional relationships, and responsible use of technology became the anchors of stability during one of the most chaotic years in education.

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If you’ve ever caught yourself wondering how reading instruction should evolve in an AI-driven world, this episode is for you. We trace how literacy has moved from textbooks to tablets to intelligent tools — and explore what that shift means for your classroom. You’ll hear how AI and digital platforms can help personalize reading, spark curiosity, and support every learner’s journey toward deeper comprehension and engagement.

Follow Twitter: @LisaPas220 |@ Juliana_worrell | @Jenschwanke | @bamradionetwork | @jonHarper70bd

Related Resources: Great Habits, Great Readers

Juliana Worrell is the Chief Schools Officer K-8 for Uncommon Schools. Previously, Juliana served as an assistant superintendent, managing 14 of Uncommon’s North Star and Brooklyn elementary schools. Under Juliana’s leadership, her schools have consistently outperformed end-of-year state exam averages, with nearly all outperforming their respective states’ highest performing subgroups. Juliana is co-author of the book Great Habits, Great Readers, which is a comprehensive guide for K-4 Reading instruction.

Jen Schwanke, Ed.D., is a longtime educator who has served as a teacher and leader at all levels. She is the author of five ASCD books, including her most recent title, Trusted: Trust Pillars, Trust Killers, and the Secret to Successful Schools. She is also the author of the newsletter for school leaders titled “Principal Problems with Dr. Jen.”Schwanke co-hosts “Principal Matters” Podcast. She has been active in developing and presenting training, professional development, and keynote addresses to various organizations around the United States. An instructor in educational administration at The Ohio State University, Dr. Schwanke currently serves as a Deputy Superintendent in Ohio. jenschwanke.com.

Lisa Leaheey taught English at North Providence High School for the entirety of her 23-year career. A lifelong voracious reader and movie buff, she spends every day sharing her passion for stories with her students, and she continuously seeks out new ways to elevate her students’ individual strengths and to support their individual needs.

Listening skills are more critical than ever. In this episode of Principal Street, the discussion centers on the crucial role of listening in educational leadership. The hosts explore how empathetic listening can transform school culture, empower staff and students, and enhance communication. They introduce the Five Ear Model of Listening, emphasizing the importance of active listening in fostering trust and collaboration within school communities. The conversation also addresses the importance of measuring listening effectiveness and modeling effective listening practices for students.

Follow on X: @jonHarper70bd @bamradionetwork @LynSharratt

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.

Lyn Sharratt, EdD, is a practitioner and researcher working in remote and urban settings worldwide. Lyn is an Adjunct Professor at the Ontario Institute for Studies in Education, University of Toronto, Canada; a Fellow at University of Melbourne, Australia; an author consultant for Corwin Press; an advisor for International School Leadership with the Ontario Principals’ Council; and consults internationally, working with system, school, and teacher leaders at all levels in Australia, Canada, Chile, New Zealand, the Netherlands, Norway, the United Kingdom, and the United States. Lyn focuses her time and effort on increasing each student’s growth and achievement by working alongside leaders and teachers to put FACES on their data, taking intentional action to make equity and excellence a reality for ALL students.

Amy Fast, Ed.D – Superintendent, Dayton, Oregon, United States · Superintendent · Dayton School District – Experience: Superintendent · Principal · Book Author · High School Assistant Principal · Instructional Coach · Classroom Teacher. McMinnville School District.

A discussion about the essential qualities and actions that distinguish exceptional principals from their peers. They explore the importance of consistency, building relationships, and ensuring student success through effective leadership strategies. The dialogue emphasizes the role of teachers in shaping school culture and the need for principals to model best practices. The conversation concludes with insights on the continuous nature of leadership and the impact of great principals on their communities.

Follow on X: @ToddWhitaker @RachelEdohoEket,@jonHarper70bd @bamradionetwork

Dr. Todd Whitaker has been fortunate to be able to blend his passion with his career. Recognized as a leading presenter in the field of education, his message about the importance of teaching has resonated with hundreds of thousands of educators around the world. Todd is a professor of educational leadership at the University of Missouri and a professor emeritus at Indiana State University. He has spent his life pursuing his love of education by researching and studying effective teachers and principals. One of the nation’s leading authorities on staff motivation, teacher leadership, and principal effectiveness, Todd has written over 50 books, including the national bestseller, What Great Teachers Do Differently. Other titles include: Dealing With Difficult Teachers, Ten-Minute Inservice, Your First Year, What Great Principals Do Differently, Motivating & Inspiring Teachers, and Dealing With Difficult Parents.

Dr. Rachel Edoho-Eket has been a public school educator for 18 years and currently serves as Principal of a top-ranked elementary school in Maryland. She is the author of the newly released book The Principal’s Journey: Navigating the Path to School Leadership.

As we begin Teacher Appreciation Week, we pause to consider the factors that effectively communicate, "We value you?" In practical terms, how does it look, feel, and sound in a school where staff truly feel valued? Listen in as two school principals and two professors of educational leadership discuss what works and what most certainly does not.

Follow on Twitter: @dfishersdsu @Jenschwanke @NancyFrey @jonHarper70bd @bamradionetwork

Jen Schwanke, Ed.D., has been an educator for almost three decades, teaching or leading at all levels. She is the author of four books published by ASCD, including The Principal’s Guide to Conflict Management, and has published hundreds of articles in various education publications. In addition to providing professional development to districts in the areas of school climate, personnel, and instructional leadership, Schwanke presents at conferences for ASCD, NAESP, NASSP, AASA, and various state and local education organizations. She is the co-host of the popular “Principal Matters” podcast and an instructor in educational administration at The Ohio State University and Miami University of Ohio. Dr. Schwanke currently serves as a Deputy Superintendent in Ohio.-

Nancy Frey, Ph.D., co-author of Your Students My Students, Our Students: Rethinking Equitable and Inclusive Classroom (ASCD). Nancy Frey is a Professor of Educational Leadership at San Diego State University. Dr. Frey is a recipient of the Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities. She has co-authored several books on literacy. She teaches a variety of courses in school improvement and literacy leadership.

Douglas Fisher is a professor of educational leadership at San Diego State University and a teacher leader and health sciences high. He is the author of several books focused on improving educational outcomes. He is the co-author of his newest release, Leading the Rebound: 20+ Must Dos to Restart Teaching and Learning.

This conversation examines the crucial question of how to foster a sense of belonging in schools, with a focus on the roles of administrators, teachers, and strategies to engage students. The discussion highlights the importance of adult relationships in fostering a sense of belonging, innovative strategies such as the two-by-ten approach, and the significance of identifying and supporting students who may feel overlooked.

Follow on Twitter: @dfishersdsu @Jenschwanke @NancyFrey @jonHarper70bd @bamradionetwork

Jen Schwanke, Ed.D., has been an educator for almost three decades, teaching or leading at all levels. She is the author of four books published by ASCD, including The Principal’s Guide to Conflict Management, and has published numerous articles in various educational publications. In addition to providing professional development to districts in the areas of school climate, personnel, and instructional leadership, Schwanke presents at conferences for ASCD, NAESP, NASSP, AASA, and various state and local education organizations. She is the co-host of the popular “Principal Matters” podcast and an instructor in educational administration at The Ohio State University and Miami University of Ohio. Dr. Schwanke currently serves as a Deputy Superintendent in Ohio.–

Douglas Fisher is a professor of educational leadership at San Diego State University and a teacher leader and health sciences high. He is the author of several books focused on improving educational outcomes. He is the co-author of his newest release, Leading the Rebound: 20+ Must Dos to Restart Teaching and Learning.

Nancy Frey, Ph.D., co-author of Your Students My Students, Our Students: Rethinking Equitable and Inclusive Classroom (ASCD). Nancy Frey is a Professor of Educational Leadership at San Diego State University. Dr. Frey is a recipient of the Christa McAuliffe Award for Excellence in Teacher Education from the American Association of State Colleges and Universities. She has co-authored several books on literacy. She teaches a variety of courses in school improvement and literacy leadership

In this conversation, educators discuss the sobering NAEP results and the implications for student achievement. They emphasize the need for honesty in reporting student performance, the disconnect between grades and actual proficiency, and the importance of effective teacher preparation. The discussion highlights the necessity for collaboration among educators, parents, and communities to address the educational crisis and improve student outcomes.

Follow on Twitter:

@HeatherPeske @radiokeri, @nationalparents @_CrystalMWatson @jonHarper70bd @bamradionetwork

Dr. Heather Peske came to NCTQ after serving as Senior Associate Commissioner for Instructional Support in the Massachusetts Department of Elementary and Secondary Education (MA DESE) where she implemented policies and programs across teacher development, educator preparation, and curriculum and instruction that drove historic improvements for students. She started her career as an elementary teacher in Baton Rouge, Louisiana.

Keri Rodrigues is National Parents Union (NPU) – a groundbreaking organization that unites parents from diverse backgrounds to advocate for the rights, economic and educational needs of America’s children.

Crystal M. Watson, Ed.M is an innovative, passionate, and authentic mathematics educator and lifelong learner who you can count on to always ask “What do the students think?” Her work is centered around providing space for voice and identity development in order for everyone, particularly those most marginalized, to experience high quality, deep, and personal mathematics. Crystal has worked alongside other scholars to develop culturally responsive, reflective, and/or anti-racist curricular resources that center young people in every lesson. You might catch her at both local and national conferences, on podcasts, developing and leading professional development sessions, or having conversations about how we are cultivating youth-centered spaces.