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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Tag Archives: school leadership
What’s Trust Got to Do With It? A Communications Guide for School Leaders Tackling the Problem of Persistently Failing Schools
By Jean Johnson with Jon Rochkind, Michael Remaley, and Jeremiah Hess
2011 Public Agenda
This is an article discussing the challenges persistently low achieving schools face in their efforts to communicate and engage with their communities. It provides a discussion of the issue as well as eight strategies that can help leaders build trust and promote more constructive dialogue
http://www.publicagenda.org/files/WHATS_TRUST_GOT_TO_DO_WITH_IT.pdf
Building Trust with Schools and Diverse Families
By: Cori Brewster and Jennifer Railsback
An article in adLit.org
Date is unknown
This article examines issues of trust between the school and diverse families. It discusses trust, culture, and family involvement in detail, offers connections to relevant research, and discusses common challenges between schools and their communities. There are also some school case study profiles and tips for how to reach out to diverse families.
School Leadership
6A
Evaluations that Help Teachers Learn
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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Many evaluation models are outdated and do not serve to help teachers grow as professionals.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.
Building Trust in Observations
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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.
Feedback for Better Teaching
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This brief highlights a set of guiding principles from the Bill & Melinda Gates Foundation to inform the design and implementation of high-quality teacher support and evaluation systems based on three years of work by the Measures of Effective Teaching (MET) project, its partners, and other leading school systems and organizations.
Don’t Be Afraid to Give Direct Feedback
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Taylor, S. (2013) Don’t Be Afraid to Give Direct Feedback. Edutopia.
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.
How Prinicpals Can Grow Teacher Excellence
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Nabori, M. (2011) How Principals Can Grow Teacher Excellence. Edutopia.
This how to article describes actions that principals can take to create trust and respect teachers’ time. The article also describes how to build professional development so that it is meaningful.
On Time and How to Get More of It.
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Meyer, G. (2005) On Time and How to Get More of It. National Institute for Urban School Improvement.
As the demands on teachers increase, the question is how to find more time for teachers to be able to meet those demands. This brief looks at possibilities on how we might create more time within the day for teachers to plan, collaborate, and meet student needs.
Online 90-minute training: Principals: Applying Differentiated Leadership Support to your Own School Context
To supplement our online tools and resources for participants to enhance work on school improvement planning, NTC also built a series of eight 90-minute supplemental training sessions. These are built to introduce school level educators to survey results and help make connections between those results and conditions in schools. With only 90 minutes to provide instruction virtually, these sessions are not intended to solve systemic challenges at the school level, but are a great start to informing your school improvement efforts.
Online 90-minute training: Principals: Applying Differentiated Leadership Support to your Own School Context
Participants in this class will:
- Examine and reflect on your own leadership style preference
- Reflect on your leadership approach to a situation at your school
- Deepen understanding of how to adapt leadership style to meet learner need
- Apply new learning in your school context
- Generate an action plan to implement a desired school initiative
Interested in participating? For more information, including a sign up, click here.