Sentences with phrase «role of principal supervisors»

These widespread changes have also transformed the role of principal supervisors - those charged with overseeing, supporting, and evaluating this new generation of school leaders.

Lastly, I wondered about the role of principal supervisors in building the social capital of the principals they support.

To do this, many systems focus on principal evaluation and the role of principal supervisors.

At this year's Council of the Great City Schools Fall Conference in Milwaukee, Wis., CEL Associate Directors Max Silverman and June Rimmer joined by Shelby County Schools Instructional Leadership Director Reggie Jackson presented CEL's partnership work around defining and improving the role of principal supervisors in developing principals as instructional leaders.

Two other districts, Tulsa and Washington, D.C., have already made significant progress in reforming the role of their principal supervisors and have joined the initiative to inform the work of the others.

Additional research on the role of the principal supervisor shows that principal supervisors may currently have caseloads ranging from three to 100 principals, despite expert suggestions that this number should be closer to eight to twelve in order for a supervisor to provide meaningful support.

School districts across the country are quickly revising the role of principal supervisor to reflect recent research indicating a need for a stronger focus on improving principal performance.

The survey asked for information about the characteristics and roles of principal supervisors, the professional development provided to them, and the perceived effectiveness of their principal evaluation systems.

As the role of the #school #principal changes, the role of the principal supervisor needs to change, too.

Not exact matches

To help teachers grow, principals must take on the combined role of supervisor and evaluator.

Of course, many if not most districts have a role defined as the principal supervisor.

Part I presents a description of the organizational structure and general features of the various principal supervisory systems, including the roles, selection, staffing, professional development, and evaluation of principal supervisors, as well as the preparation, selection, support, and evaluation of principals.

However, there is currently no empirical evidence that directly links the roles and responsibilities of principal supervisors to improvements in student learning, and we encourage more research to be done in this area.

I have shared some of the challenges we encounter most often when working with central office leaders trying to implement a principal supervisor role.

A number of school systems are complementing — not minimizing — the principal supervisor role with adult learning best practices that include principals self - assessing to determine their own learning needs, engaging in cycles of inquiry, and working in professional learning communities with their peers.

While many districts are just beginning to make such changes, a number of others on the leading edge of this transformation are learning that there is more to supporting principals than just revising their supervisor's role.

As districts revise the principal supervisor role, the first question is often how to reduce the so - called «span of control» or how many principals any one supervisor should oversee.

Given the redefined roles and demands of principals, their supervisors must transform how they lead, coach, and supervise.

Districts and charter networks that are focused on transforming the principal supervisor role must ensure that individuals in that position are fully prepared to engage in the work of elevating principal and school performance.

Developing a Pipeline of Future Principal Supervisors: This tool describes the skills and experiences that should be cultivated among principals targeted for potential advancement to principal supervisor roles, including ideas for job - embedded and centrally offered development opporPrincipal Supervisors: This tool describes the skills and experiences that should be cultivated among principals targeted for potential advancement to principal supervisor roles, including ideas for job - embedded and centrally offered development opporprincipal supervisor roles, including ideas for job - embedded and centrally offered development opportunities.

Part I presents a description of the organizational structure and general features of the various principal supervisory systems, including the roles, selection, deployment, staffing, professional development, and evaluation of principal supervisors, as well as the preparation, selection, support, and evaluation of principals.

Define and clearly communicate throughout the organization the role and required competencies of principal supervisors.

This section then presents comparisons and common themes observed across districts in the areas of organizational structures and the roles, selection, deployment, staffing, professional development, and evaluation of principal supervisors, as well as the preparation, selection, support, and evaluation of principals.

(The Tulsa district's work on refining the principal supervisors» role is supported, in part, by the Wallace Foundation, which also supports the coverage of leadership, arts education, and extended - and expanded - learning time in Education Week.)

The goal was to create a film on the changing role of school leadership that would engage a national audience; look at on - the - ground examples of leadership that results in improving schools and raising student achievement; and convey the web of connections between principal leaders and students, teachers, district supervisors, and school system executive officers.