Click to open resource.

Danielson, C. (2010-11) Evaluations that Help Teachers Learn. ASCD.

Many evaluation models are outdated and do not serve to help teachers grow as professionals.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.

 

Click to open resource.

Flannagan, J. S. & Kelly, M. (2009). Differentiated Support. Principal Leadership.

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.

 

 

 

Click to view resource.

Church, K., Hirsch, E., Sioberg, A. (2012) Improving Teaching and Learning Conditions: Promising Practices from Pittsburgh Schools. The New Teacher Center.

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.

Click to open resource.

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.

Click to open resource.

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.

 

Click here to open resource

Center for Social and Emotional Education. (2010). School Climate Research Summary. Center for Social and Emotional Education.

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.