Remember that it's a good idea to ask your administrator if there is a school - wide policy, as well as connecting with
other teachers in your building about their policies.
She also notes the value
for teachers in building professional networks — particularly for teachers, such as herself, who are physically isolated from their colleagues.
As school leaders, we must support
teachers in building deeper tasks that challenge students and prompt them to want to acquire new knowledge and skills.
It empowers school leaders to make decisions that are in the best interests of their students and provides the critically important ability to
manage teachers in their building.
Other than writing a learning target statement on the board, how
do teachers in your building currently share learning targets with their students?
Each administrator becomes the facilitator and coach
for teachers in their building, creating a community of learners dedicated to using best practices that directly impact student learning.
According to one teacher who was not initially involved, it was natural for an administrator to feel that these particular teachers should be involved; they had a reputation for progressive thinking and educational authority: «They are the gurus, the experts, and I know a lot
of teachers in our building go to them for advice or materials.»
At CPS George Washington High School, principal Kevin Gallick, EdD Urban Education Leadership» 13, is
leading teachers in building interventions for freshman students identified as at - risk to ensure their success.
It is also important to communicate with the media specialist, librarian or computer lab
teacher in your building if you are using resources located in the school library or intend to use the computer lab.
(4/11/2017) Rhonda Ferguson, a LEAP Leader at Turner Elementary School in Washington, D.C., supports other
teachers in her building in becoming great at instruction.
Even after you fulfill your observation obligations, make time to email
different teachers in your building that you admire and let them know you want to stop by their classrooms to see them in action.
Too often, we hear a teacher leader, a person who has personally grabbed hold of one - to - one computing and done amazing things, say something like this: «There are still a
few teachers in my building who just won't use the laptops.
More specifically, such staff can contribute to ensuring regular attendance of Indigenous students at school, supporting
teachers in building sound relationships with Indigenous students and their parents, initiating new curriculum resources, and leading professional development for teachers and whole - of - school activities to grow the cultural competence of staff and students together.
In the afternoons, she helps to sharpen the skills of other
teachers in the building by leading group training sessions and offering one - on - one help.
«If your child is known by every
single teacher in the building, if you have a relationship of nine years» duration, if you have that kind of focus and intensity,» Moloney asked, «is that not better than when your children are sent to a more distant school with larger numbers?»
Nearly two dozen teachers from various schools across the district went before the board to tell them how
many teachers in their building have requested a personal leave day to go to Raleigh.
As a veteran black male educator, I frequently overhear many of my female colleagues speak about the need for more
male teachers in the building.
We looked at this, discussed this, observed
teachers in our building during instruction, and discovered that teachers who were having the most success with project - based learning shared a common thread: They were listening to students.
The English High School, Boston This project aims to build a school - wide culture of literacy by developing a sustainable model of supplemental literacy instruction, engaging students as co-teachers and co-designers in the development of that model, and creating a professional learning community to support
ELA teachers in building literacy communities in their own classrooms.
And as English, ESL teachers if you're in a district where you have a lower popul - or a lower percentage of English language learners in your district, you might be the only English as a second
language teacher in that building.
Inconsistently applied observation and evaluation tools can undermine professional development and human capital systems as well as erode confidence and trust
among teachers in building - level leadership.
Holding unmotivated teachers accountable will make every other
teacher in your building resilient because most teachers appreciate leaders who can recognize the difference between someone who disagrees and someone who doesn't care.
For instance, if you perceive that general
education teachers in your building are not supportive of your efforts to include students, you may be able to work with your building principal and a general education teacher who is an ally to provide staff development sessions focusing on effective instruction or behavior management for students with disabilities and high - risk students.