Future researchers will need to address the challenge, finding
meaningful ways to document student achievement while documenting formative measures of progress such as parents» understanding of
instructional goals, teachers» priorities and their
practice, teacher understanding, and surface - level
changes in materials and activities.
In short, it became clear that neither longevity nor experience translated directly into the technical expertise necessary to bring about meaningful instructional change; rather, narrowly focused, ongoing, and job - embedded professional learning experiences for principal were necessary to bring about measureable improvements in classroom practic
In short, it became clear that neither longevity nor experience translated directly into the technical expertise necessary to bring about
meaningful instructional change; rather, narrowly focused, ongoing, and job - embedded professional learning experiences for principal were necessary to bring about measureable improvements
in classroom practic
in classroom
practice.