Burkhauser, Susan (2016) How Much Do School Principals Matter When It Comes to Teacher Working Conditions? Educational Evaluation and Policy Analysis.

This report studied teacher perceptions of working conditions as influenced by principals to see how it effects retention. Based on four areas of working conditions (teacher time use, physical environment, teacher empowerment/school leadership, professional development), the study found that principles enacting positive working condition policies can play a role in whether teachers remain in their schools.

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The MET Project. (2014) Building Trust in Observations: A Blueprint for Improving Systems to Support Great Teaching.  Bill & Melinda Gates Foundation.

This how-to tool will help states and districts evaluate the current status of their evaluation tool and then develop plans for continual improvement of their observation system regardless of where they are in implementation. Action steps are included to improve observation rubrics, observer training, observer assessment, and monitoring.

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Taylor, S. (2013) Four Suggestions to Help You Lead by Relationships and Realize Your Vision. Edutopia.

This article is written by a Superintendent who explains the importance of building relationships and sharing your vision with staff and colleagues. The four tips include: making the rounds, having open relaxed conversations, providing town hall accessibility, and establishing a satellite office.

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Kassissieh, J. & Barton, R. (2009). The Top Priority: Teacher Learning. Principal Leadership.

When collaboration is embedded in teachers’ work and supported by leadership, meaningful professional learning and improved teaching follow. This article reviews a school’s journey in developing a common vision and embedded collaboration. Practical strategies are shared.

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Lunenburg, F. C. (2010). The Principal as Instructional Leader. National Forum of Educational and Supervision Journal.

This article discusses how school principals can support all learners through data-driven instruction and collaboration by focusing on learning, encouraging collaboration, analyzing results, providing support, and aligning curriculum, instruction, and assessment. Strategies to accomplish these goals are discussed.

 

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Blum, R. (2007). Best Practices: Building Blocks for Enhancing School Environment. Military Child Initiative at Johns Hopkins Bloomberg School of Public Health.

The impact of school environment is discussed and strategies to improve the academic and participatory environment are suggested. Case studies are described.

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Bottoms, G. and Schmidt-Davis, J. (2010). The Three Essentials: Improving Schools Requires District Vision, District and State Support, and Principal Leadership. Southern Regional Education Board.

The authors of this report outline the necessary steps by which district and school leadership can ensure school improvement. Seven strategies are described: these include establishing a clear strategic framework, providing instructional coherence, and providing high-quality data.

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The Center for Comprehensive School Reform and Improvement (2005). What Does the Research Tell Us About Teacher Leadership? The Center for Comprehensive School Reform and Improvement.

One of the most effective strategies for school improvement is to nurture teacher leaders. The authors of this report describe necessary conditions for teacher leaders to thrive.

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Lewis, D., Madison-Lewis, R., Muoneke, A., and Times, C. (2010). Using Data to Guide Instruction and Improve Student Learning. SEDL.

Using data effectively is an essential strategy for school improvement and reform. This article describes how districts in three states used data effectively to improve student performance and drive school improvement.