Burkhauser, Susan (2016) How Much Do School Principals Matter When It Comes to Teacher Working Conditions? Educational Evaluation and Policy Analysis.

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.

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

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

 

http://www.adlit.org/article/21522/

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Many evaluation models are outdated and do not serve to help teachers grow as professionals.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

 

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The MET Project. (2014) Building Trust in Observations: A Blueprint for Improving Systems to Support Great Teaching.  Bill & Melinda Gates Foundation.

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.

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The MET Project (N.D.) Feedback for Better Teaching: Nine Principles for Using Measures of Effective Teaching. The Gates Foundation.

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.

 

 

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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.

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:

  1. Examine and reflect on your own leadership style preference
  2. Reflect on your leadership approach to a situation at your school
  3. Deepen understanding of how to adapt leadership style to meet learner need
  4. Apply new learning in your school context
  5. Generate an action plan to implement a desired school initiative

Interested in participating? For more information, including a sign up, click here.