In particular, rich data on SIG schools in one of the studies shows that schools improved both by differentially
retaining their most experienced teachers and by providing teachers with increased supports for
instructional improvement such as opportunities to visit each other's classrooms and to receive meaningful feedback on their teaching practice from school
leaders.
Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on
instructional leadership roles within their schools; incentives that attract, support, reward, and
retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher
leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.
The articles in this issue of Principal magazine begin with grit, but go on to address the breadth of
instructional decisions school
leaders make each day, from curating a library collection to hiring and
retaining diverse staff to integrating culturally responsive and art - infused teaching.