Introduction; School Climate at a Distance; Take Care of Yourself; Take Care of Your Colleagues; Leader Credibility; Instructional Leadership Teams; Stakeholder Activity Groups; Virtual Visibility; The Feel of School; Professional Learning at a Distance; Learning Beliefs at a Distance; Collaborative Inquiry Circles; Input Training; Safe Practice; Virtual Learning Walks; Microteaching in Distance Learning; Personalized Professional Learning; Social Presence; Parent Education and Support; Instructional Leadership at a Distance; Revisit School Goals in Light of Distance Learning; Align Goals to Expectations; Clarify Teacher Expectations; Ensure Culturally Sustaining Pedagogies; Use a Distance Learning Instructional Framework; Demonstrating in Distance Learning; Collaborating in Distance Learning; Coaching

And Facilitating in Distance Learning; Practicing in Distance Learning; Mindframes for Leaders from a Distance; I am an evaluator of my impact on teacher and student learning; I see assessment as informing my impact and next steps; I collaborate with my peers and my teachers about my conceptions of progress and my impact; I am a change agent and I believe all teachers and students can improve; I strive for challenge rather than merely doing my best; I give an help students and teachers understand feedback and I interpret and act on feedback given to me; I engage as much in dialogue as in monologue; I explicitly inform teachers and students what successful impact looks like from the outset; I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others; I focus on learning and the language of learning; References; Index

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