This article discusses how teachers who attend outside workshops can share their learning with the staff, tailoring the content to the school culture and needs. Strategies to develop expertise within the school through focus groups and observation are shared.
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.
Professional learning communities (PLCs) are more than just collaborative working arrangements or faculty groups that meet regularly. A PLC is a way of working where staff engage in purposeful, collegial learning. This learning is intentional and its purpose is to improve staff effectiveness so students will be more successful learners. Strategies are suggested to create favorable conditions for PLCs.
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.
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.