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Using a storytelling approach grounded in systematic research, it highlights highly effective school principals as key drivers of school success, examining how leadership shapes school culture, supports teachers through challenges, and improves learning outcomes. A case study of principal Molly Bensinger-Lacy illustrates how shared goals and collaborative practices can raise achievement in high-poverty, high-minority settings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-professional-educator-leading-for-learning/592443/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-professional-educator-leading-for-learning/592443.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What overarching goal do professional educators share in this feature?","Question",{"text":112,"@type":113},"They aim to ensure every student receives the rich, well-rounded education needed to become a productive and engaged citizen.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article focus on highly effective principals?",{"text":117,"@type":113},"Across high-achieving schools, the most important constant was highly effective leadership, which shaped culture and outcomes despite different challenges.",{"name":119,"@type":110,"acceptedAnswer":120},"How did Molly Bensinger-Lacy change outcomes at Graham Road Elementary?",{"text":121,"@type":113},"When she arrived in 2004 the school was among the lowest-performing, and by 2009 nearly all students met state standards and many exceeded them through collaborative teacher and staff efforts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592443,1792604773,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The ProFeSSIonal educaTor  \nLeading for Learning  \nProfessional educators—in the classroom, library, counseling center, or anywhere in between—share one overarching goal: ensuring all students receive the rich, well-rounded edu  \ncation they need to be productive, engaged citizens. In this regular feature, we explore the work of professional educators—their accomplishments and their challenges—so that the lessons they have learned can benefit students across  \nthe country. After all, listening to the professionals who do this work every day is a blueprint for success.  \nILLUSTRATIONS BY NENAD jAKESEVIC  \nI first began identifying schools with high-achieving children of color and children from low-incomefamilies seven years ago, when I began working at The Education Trust.* My job was to find highperforming and rapidly improving high-poverty and high-minority schools and write about what made them successful.  \nEarly on in my quest, I visited a school in Boston where the principal, Mary Russo, had led a lot of improvement, and I remarked to her that many people believe schools can’tbe expected to overcome the barriers of poverty and racial isolation.“They say this work can’tbe done,”I said. She replied,“It’s being done.”I spent the next several years writing about her school and more than two dozen others that proved her right, and in her honor I began thinking of them as “It’s Being Done” schools.  \nOver the years, Ifound that although the schools shared many characteristics and core practices, the most important constant among all of them was that they had highly effective principals.  \nBut that is too facile a conclusion. If leadership is key to the success of schools, what does that mean? Are highly successful leaders superheroes who drop in to save schools with a series of magic tricks only to disappear later? If so, we have no hope of helping all schools become high performing; we cannot expect an entire profes-  \n*To learn about The Education Trust, [go to www.edtrust.org](go to www.edtrust.org).  \nsion to be filled with magical superheroes.  \nWhen I talked with the principals, however, they didn’t seem like superheroes. They seemed like—well, principals. Listening to them made running schools seem like more a matter of commonsense than derring-do. And yet, judging from their results, what they were doing was clearly quite special.  \nWhen Iwas at their schools, I would see teachers laugh at their quirks and argue with them over the best ways to do things. But those same teachers would conspiratorially corner me in hallways to whisper that the success of their school was all due to theirprincipals. They would tell me stories of how their principals helped them through the bad days and challenged them to improve on the good days; how their principals had created the atmosphere and the culture that allowed teachers to do the hard work of teaching and made teachers want to come to work everyday. Anyone who has hung around schools knows this is not the way most teachers talk about their principals.  \nClearly, I needed to write about leadership as a key element of school success, butI struggled with how to do so.  \nIt seemed to me that I needed to do something that combined storytelling and systematic research, and so I asked my colleague Christina Theokas, who is the director of research at Ed Trust, to help me tell the stories of these school leaders in a systematic, meth-  \n24 AmEricAN EdUcATOr | FALL 2012  \nodologically rigorous way. A partnership was born. The result is Getting It Done: leading Academic Success in Unexpected Schools, the book on which this article is based.  \n–Karin Chenoweth  \nBy Karin Chenoweth and Christina Theokas  \nD  \noes anyone still hold to the notion that our public schools are the crucible of our democracy, ensuring the vast majority of our fellow citizens develop the intellectual wherewithal and integrity to be reliable  \npartners in building a future? listening to the national debates about sc","cbCaia8i34qdTlig","https://ap.wps.com/l/cbCaia8i34qdTlig","pdf",243730,"English","# Leading for Learning\n## Professional educators and the overarching goal\n## Identifying effective principals\n## Building leadership through collaboration\n## Case study: Molly Bensinger-Lacy","[{\"question\":\"What overarching goal do professional educators share in this feature?\",\"answer\":\"They aim to ensure every student receives the rich, well-rounded education needed to become a productive and engaged citizen.\"},{\"question\":\"Why does the article focus on highly effective principals?\",\"answer\":\"Across high-achieving schools, the most important constant was highly effective leadership, which shaped culture and outcomes despite different challenges.\"},{\"question\":\"How did Molly Bensinger-Lacy change outcomes at Graham Road Elementary?\",\"answer\":\"When she arrived in 2004 the school was among the lowest-performing, and by 2009 nearly all students met state standards and many exceeded them through collaborative teacher and staff efforts.\"}]","The Professional Educator - Leading for Learning | PDF",1792074594]