Fair Winds

Setting a New Course in Teaching, Learning, & Leading

Accomplishment-driven leaders

understand how to steer a district, building or classroom closer to its strategic vision. They embrace the responsibility of expecting and ensuring adult-capacity building in all professional areas aligned to student need, student learning growth, and the desired destination itself. They understand and value the complexity of the learning journey not only for themselves but for those in their charge as they appreciate its impact on their ability to prove to each student that they are distinctive & irreplaceable.

The Arenas of ADL are a powerful set of competencies that Accomplishment-Driven Leaders need to nurture and grow those within their charge, and steer them collectively to the desired destination. Accomplishment-Driven leaders use these arenas as they navigate a path forward that will take courage and leadership the likes of which we haven’t seen before at the levels of expertise we need to get us there.

Accomplishment-driven leaders understand how adults learn and grow. They utilize The Leader’s Compass, the metacognitive growth model for building capacity in themselves and in others.

Powerful student care

is about co-creating a sense of community with and among students. In this community students feel welcomed and valued. They also come to understand that learning is not only about gaining academic skills, but also about joy. Buoyed by the knowledge that we, their teachers, presuppose that they come to school with the intention to do well, they develop self-efficacy and agency.

Teaching is a dynamic relational endeavor. It demands we safeguard and uphold each student’s human dignity. “What would it mean if we were to eliminate the alienation so many students experience in school every day? What would we want students to believe about themselves and their peers?”

We want each student to feel they are both distinctive and irreplaceable, and we know such a feeling comes about (or fails to materialize) as a direct result of their experiences within our schools and classrooms, with their peers, and with their teachers.