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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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Donaldson, M. L. (2011). Principals’ Approaches to Developing Teacher Quality. Center for American Progress.

The way principals hire teachers, assign them to specific positions, evaluate them, and provide growth opportunities for them can have significant effects on teacher quality. The authors of this report explore the influences on how principals hire, assign, evaluate, and provide professional development to teachers.  In addition the article provides suggestions on how to overcome the constraints encountered during this process.

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National Center on Response to Intervention. The Essential Components of RTI. National Center on Response to Intervention.

This interactive site contains extensive information about Response To Intervention (RTI).   Administrators and teachers can use the graphic to learn about the the Essential Components of RTI, including data-based decision making, progress monitoring, and screening.

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Dunne, D. W. (2012). Teachers Learn From Looking Together at Student Work. Education World.

Many school reformers believe that the way to improve education and accountability is by improving the way teachers and students look at student work. This article examines two collaborative approaches that teachers can use to look at student work. The article includes tips for looking at student work.

 

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The Center for Comprehensive School Reform and Improvement. (2008). Maximizing the Impact of Teacher Collaboration. Education.com.

True collaboration is more difficult than most educators anticipate. This guide helps administrators assess the capacity for collaboration in their by schools by showing how to access the alignment of efforts, the level of focus on improving learning, the use of data, and the capacity to share information learned.

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Montgomery County Public Schools. (2012). Multiple Approaches to Monitoring Student Understanding. Montgomery County Public Schools.

Differentiation starts with knowing which students need support. These monitoring strategies can be used by teachers to check students’ understanding. Principals should share this list of monitoring strategies with all teachers.

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Education World (2012). Best Practices for Professional Learning Communities. Education World.

This article summarizes current research and best practices on professional learning communities (PLCs) such as building a collaboration-friendly culture, creating a clear vision with common goals, and formulating school-wide values.

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The Center for Comprehensive School Reform and Improvement. (2009). Professional Learning Communities. The Center for Comprehensive School Reform and Improvement. The authors of this guide explain the essential characteristics of an effective professional learning community (PLC). Strategies are provided to assess the impact of collaboration on student achievement, and necessary supports are outlined.