Here’s how principals, coaches, and other leaders can sustain the vitality they bring to the job.
Best Practice: Maintain High Expectations
DuFour, R., & Mattos, M. (2013, April). How Do Principals Really Improve Schools? Retrieved March 20, 2019.
Instead of micromanaging teachers, principals should lead efforts to collectively monitor student achievement through professional learning communities.
Smith, T. (2019, March 14). Calling All Administrators: Return to Your Teaching Roots. Retrieved March 20, 2019.
Every administrator should be able to answer one question: Can you still teach a class?
Mrs. M, an experienced mentor teacher, pulled me aside recently and whispered, “Help! The novice teacher I’m supporting is not using formative assessments during instruction
Sparks, S. D. (2019, March 12). Why Lunch, Exercise, Sleep, and Air Quality Matter at School. Retrieved March 20, 2019.
From technology to textbooks to teacher training, school planning often has a lot of competing priorities. Some things—like the morning schedule, lunch and activity time,
Loewus, L. (2019, March 12). What Teachers Should Know About the Science of Reading (Video and Transcript). Retrieved March 20, 2019.
Kids aren’t being taught to read, says senior education correspondent Emily Hanford of APM Reports, and that’s because many teachers haven’t learned how reading works.
When leaders narrow their focus to one or two powerful initiatives, they can get amazing results—and love their jobs.
Small groups of committed teachers can drive change.
They can’t fly, but they can leap tall obstacles—if they stay balanced.
Jackson, R. (2019, March). Robyn R. Jackson on Making Every Teacher a Master Teacher. Retrieved March 13, 2019.
Robyn R. Jackson is a former high school teacher and middle school administrator and founder of Mindsteps, a professional development firm that helps educators understand