SamTastic Weekly Tip: 7/14/25 - Enjoy Your Apples!

This week’s tip: Enjoy Your Apples!

Four times more.  That’s a lot of apples.  It is also a key takeaway from the 2025 SAM Team Performance Annual Assessment.  SAM leaders spent four times more time during the school year working with teachers to improve practice than non-SAM principals. 

TimeTrack audited data and interviews with nearly 800 SAM teams paint a positive picture of leaders who have figured out how to spend the majority of each day doing intentional work to improve teaching and learning.

SAM principals spent 57% of each day instructional engaged; non-SAM leaders, 13%

• SAM principals spent two times more time in classrooms.

• SAM principals spent three times more time in instructional conversations with teachers.

• 95% of SAM leaders can connect time spent with improved teacher practice.

• 92% of SAM leaders can connect time spent with improved student outcomes.

Congratulations to SAM teams across the country!  Also, to the 54 Time Change Coaches who support SAM teams, the NSIP office and tech staff who make the SAM process possible.

To see the full report:  http://bit.ly/44MbQ8t

Please feel free to share this email with your colleagues who haven’t found SAMs yet.  We’d love to share.

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Music Video: I Am a SAM  https://bit.ly/48OCjCm

SamTastic Weekly Tip: 7/7/25 - Try Seeing Instruction without a Plan, Rubric, Checklist, or Pre-conceived Opinion.

This week’s tip: “Try seeing instruction without a plan, rubric, checklist or pre-conceived opinion.”

In an effort to be intentional, many leaders use tools, formal and informal, when observing teachers work.  These tools can, sometimes, help lead to improved teacher practice.  They can also prevent a leader from seeing the larger picture and miss opportunities to truly assist teachers in improving their work.

Teaching is more about art than science.  Teaching is more about relationships than conformity.  Perhaps observing instruction by participating as a student, with a focus on learning and enjoying the lesson, might allow you to see a larger picture?  Perhaps suspending your professional role will allow you to have a few Ah Ha moments that you can use to benefit teachers and students.

A former SAM High School Principal, Michael Bregy, liked to go to school as a student occasionally.  He said this different perspective helped him learn how to better assist teachers in their quest to improve practice.  During the day, he would shadow one student from arrival to departure.  He would go to every class, do every assignment and follow every rule the student had to follow.  He did not take a break, use tech or leave his role as a student.  He wanted to immerse himself in school the way students do every day to spark his own creativity as a professional leader…and learner.

I never tried this idea when I was a principal.  I did like to spend a complete day in a classroom as an aide to gain a better understanding of, and relationship with, a teacher.  I found this helpful and teachers seemed to like it, a lot.  I then began doing this in shorter classroom visits.  That early experience in my leadership work led to “Working with Students” to be a SAM instructional descriptor.

One of the best things about teaching is there isn’t one way to do things.  Creativity and curiosity may be the best pre-cursors to the surfacing of ideas to improve teacher practice.

PS:  You can find Mike Bregy’s “go to school as a student” summary, and hundreds of other one page ideas from SAM TimeTrack users, at this link: 

What a Great Idea! Main Document

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Haven’t received an invoice yet for SAM services for next year?  You can request an invoice now by using this link:  https://bit.ly/40GtA33

2024 SAM Team Performance Report:   Executive Summary - https://bit.ly/4fh2V2k

Music Video: I Am a SAM  https://bit.ly/48OCjCm

SamTastic Weekly Tip: 6/30/25 - Ask Good Questions.

This week’s tip: Ask Good Questions

You make a point of asking good questions in feedback sessions and in your SAM Daily Meetings. Getting a person to reflect on how they can be better is key to improving practice. 

The questions you ask when interviewing candidates for teaching and support staff positions are important, too.  The questions must reveal a candidate’s attitude, commitment, professionalism, skills, and knowledge.  The questions you ask also tell the candidate what you value and what it will be like to work with you if they are selected.

Mike Rutherford, an accomplished principal professional development presenter and thought leader, suggests twelve questions when interviewing teacher candidates:

Question 1: Can you identify a curriculum goal or standard that students find especially difficult to master? How might you go about teaching this standard differently?

Listen for… speed and ease of recall. Skillful teachers know which areas of the curriculum are more problematic and adjust accordingly.  crucial.

Question 2: Describe a portion of curriculum where the sequencing of the learning is critical.

Listen for…specific examples of dependent curriculum sequences. Skillful teachers know what parts of the curriculum require a specific order of instruction.

Question 3: Is there any curriculum you’d like to teach if there was more time in the school year?

Listen for…speed and ease of recall. Skillful teachers teach only a fraction, perhaps 20%, of what they know from the curriculum. It should be easy to give examples from the other 80%. 

Question 4: As you think about a future episode of teaching, talk about specific learning goals that are most important to you.

Listen for…clear and assessable verbs such as diagram, solve, create, and discuss. Be wary of fuzzy verbs such as understand, know, appreciate, and experience.

Question 5:  Describe some strategies you’ve found effective in increasing students’ ability to remember what they have learned. Follow-up with:  How do you think that this strategy works? or, Why is that approach so successful?

Listen for…specific instructional approaches. Skillful teachers teach according to principles of learning that enhance memory and can describe how the principles of learning operate.

Question 6: Are there strategies that you’ve found successful in accelerating learning, actually causing students to learn faster?

Listen for…specific instructional approaches. Skillful teachers teach according to principles of learning that accelerate learning and can describe how the principles of learning operate.

Question 7: Describe a time that the classroom environment either helped or hindered the learning in your classroom.

Listen for…a specific element of the physical or social/emotional classroom environment and the teacher’s understanding of environment cause and effect.

Question 8: Can you describe any other principles of effective teaching that you rely on for successful learning?

Listen for…specific conceptual or theoretical instructional approaches. Excellent teachers don’t follow recipes. Rather, they teach according to scientific principles such as mental models, personal relevance, locale memory, etc.

Question 9: For you personally, what is the most fulfilling and satisfying thing about teaching?

Listen for…genuineness and sincerity. High efficacy teachers derive genuine fulfillment from their work.

Question 10: Describe one of your favorite teachers…what made them especially successful?

Listen for…specific characteristics of compelling nature such as the ability to connect with students, genuine enjoyment of the work, accomplishments that were due to skillful practice.

Question 11: Describe a time when you found yourself so wrapped up in something that you lost track of time.

Listen for an example form the teacher’s work life. One proof of high efficacy is regularly getting lost in the moment of an interesting and challenging task. Be wary if all the examples of this come from leisure time or hobbies.

Question 12: Teachers who establish a personal connection with students seem to be more effective in teaching them. Why do you think this is so?

Listen for…the teacher’s understanding of compelling nature as the ability of the teacher to connect with students, draw them toward self, and, in so doing, connect them to the work at hand.

You can find more great information at Mike’s website:  www.rutherfordlg.com

Mike has been a keynote and breakout session speaker at the annual National SAM Conference.  Use this link to see his inspiring keynote session Ten Unforgettable Classroom Visits:  https://bit.ly/3wm3plY

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Haven’t received an invoice yet for SAM services for next year?  You can request an invoice now by using this link:  https://bit.ly/40GtA33

2024 SAM Team Performance Report:   Executive Summary - https://bit.ly/4fh2V2k

Music Video: I Am a SAM  https://bit.ly/48OCjCm