Many evaluation models are outdated and do not serve to help teachers grow as professionals. Danielson provides insights on how to ensure teacher quality and promote professional development through evaluation. This article presents two challenges to consider: the need for trained evaluators and time to have professional conversations.
The article explains the importance and finesse of giving direct feedback to staff members. Providing feedback in a positive but direct way provides the staff member the opportunity to be reflective in their practice.
In order for all teachers to receive continuous learning experiences, professional development and support must be differentiated based on teacher need. This guide discusses responsive professional development and steps necessary to implement professional development based on an individual teacher’s needs.
This brief was written by the New Teacher Center to provide schools with some promising strategies from seven schools in Pittsburgh to inform their own school improvement planning. These seven schools successfully addressed time, school leadership, managing student conduct, and teacher leadership with effective strategies.
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.
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.
This article details the research on the most important leadership skills of a highly effective principal. These traits include the ability to create a climate hospitable to education and the ability to cultivate leadership in others.
This report suggests that “[s]chool climate is based on patterns of people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.” This research brief reviews current trends in school climate and provides suggestions to improve conditions for safety, learning, teaching, and relationships.