Sentences with phrase «when principals»

For example, I should always give the clients information that I deem necessary for them to make informed decisions even when my principals would want to withhold same in for their selfish interests.

When principals are interviewing you, they are thinking about the value you are going to add to the classroom beyond your basic training and what makes you unique.

This is particularly important when the principals or partners go on to form other businesses, or when one partnership merges with another.

When principals share their concerns, explain how they address them, and discuss the personal qualities that enable them to work toward instructional improvement for all students, their stories serve as a springboard for others to share as well.

Typically when principals plan for and schedule walkthroughs, they are looking at teachers and for best practices.

In the report, When Principals Rate Teacher, researchers showed that most principals score well in identifying teachers in the top and at the bottom of an evaluation performance criteria rubric.

Principals «efficacy was especially challenged when principals were appointed to schools that had been experiencing frequent turnover of leaders in recent years.

When principals consider their instructional leadership, it might behoove us to reflect on Fullan and work on building a culture that supports the capability and commitment of staff... self - assessment, reflection, and shared leadership are all a part of this formula.

Teachers hate it when principals are inconsistent especially when dealing with student discipline or parent situations.

New research and understanding have helped the field recognize that leadership training should not end when principals are hired.

When principals are empowered, they allocate funds to increase the number of teachers and lower the Total Student Load (TSL) per teacher.

When principals, along with their leadership team, understand and value their role in leadership development, they are key enablers to finding and developing future leaders.

When principals, along with their leadership team, understand and value their role in leadership development, they become key enablers to finding and developing future leaders.

«It is always a promising practice when principals are able to select candidates interested in working at their schools.

While the value of teacher leadership for teachers» professionalization and retention should not be discounted (York - Barr & Duke, 2004), our findings suggest that instructional coaches who are accountable to principals may too often be asked to attend to duties unrelated to supporting teachers» instructional improvement, even when principals themselves highly value this goal.

Indeed, studies suggest that coaches tend to have greater access to teachers when principals publicly support or participate in their work (i.e., Gibbons, Wilhelm, & Cobb, 2017; Matsumura, Garnier, & Resnick, 2010).

See also Lars Lefgren and Brian Jacobs, «When Principals Rate Teachers,» Education Next, Volume 6, No. 2, Spring 2006, pp.59 - 69.

it is interesting that the principal was spared when principals who made AYP and earned middle states accreditation were fired.

I have witnessed similar phenomena at the middle school and elementary school levels, when principals and teachers create clubs, sports, and activities for students and then witness improvements in behavior, attendance, and academic performance.

Kohm and Nance share examples — from their own practice as principals and their years mentoring administrators — of times when principals contributed to or eroded a sense of collaboration among teachers.

When principals make business skills a part of their toolkit, the result is that the performance of the students is greatly enhanced.»

They found that when principals leave, student achievement generally declines for two years.

But cooperative relationships are difficult to maintain when principals must use underhanded methods to remove ineffective teachers, and when bad teachers undermine staff morale.

Observers committed to reducing error should consider multiple measurements for teacher evaluation.Yes, Evaluations Can Be Fair and Accurate In this month's ASCD, Robert Marzano discusses ways to minimize error and maximize accuracy and fairness when principals, coaches, or other administrators are conducting classroom observations.

Working with many principals across the country we have found that even when principals carve out the time to improve instruction, they are often at a loss for what to do.

And when principals don't get results, they are gone.

I have found that even when principals carve out the time to improve instruction, they are often at a loss for what to do.

Collectively, the studies show that despite states» efforts to make evaluations tougher, principals continue to rate nearly all teachers as «effective,» and when principals are asked their opinions of teachers in confidence, with no stakes attached, they are much more likely to give harsh ratings.

This is important because the research found a link between professional community and higher student scores on standardized math tests.25 In short, the researchers say, «When principals and teachers share leadership, teachers» working relationships with one another are stronger and student achievement is higher.

It also shows that student achievement improves when principals are allowed to hire school staff according to quality and fit.

It also shows that student achievement improves when principals are allowed to hire school staff according to quality and fit, rather than restricted by seniority.

According to one MSP leader, «When principals were active participants they set an important tone of «we're all in this together, and we're all working to advance our practice» in ways that had a positive impact on the cultures of the school.»

District administrators helped principals break away from managerial demands by creating «prime time» morning hours when the principals could be in classrooms working on identifying growth strategies for teachers, not in the office answering phones.

When principals identify strengths and growth areas, they are showing that in their school it is OK to make mistakes and it is OK to ask for help.

When principals and teachers share leadership, teachers «working relationships are stronger and student achievement is higher.

When principals and teachers share leadership, teachers «working relationships with one another are stronger and student achievement is higher.

When the group returns to HGSE, the faculty uses those examples of small - group problem solving in the context of dealing with education issues when the principals return to their home schools.

Teaching would be a better job (1) When principals have authority over hiring their staff.

It's also a time when principals can promote and market their schools.

Principals» Classrooms Visits Help Build Better Readers When principals and literacy coaches understand what students are learning and teachers are teaching — and participate in literacy lessons — they set a positive tone for the school that can lead to improvement in reading, say author and educator Dr. Beth Whitaker.

I applaud «When Principals Rate Teachers» (research, Spring 2006), by Brian Jacob and Lars Lefgren, and its philosophy of salary differentiation for teachers.

Brian Jacob and Lars Lefgren («When Principals Rate Teachers») show that teachers that were effective with last year's class will tend to be effective this year as well.

When principals and literacy coaches understand what students are learning and teachers are teaching — and actually participate in literacy lessons — they set a positive tone that will lead to improvement in reading in their schools.

When principals asked if they could add stoves to parent centers, the district simply asked schools to relocate the centers to the edges of campus so that adding ventilation would be easier.

When principals Pam and Roger Burton met during college, they could not have anticipated that both would end up working not only as educators, but as principals.

Principals can be effective at identifying high - and low - performing teachers (see «When Principals Rate Teachers,» research, Spring 2006), and while all observation rubrics may not be perfectly aligned with student growth, they can be applied to all teachers — not just those in tested grades and subjects.

In fact, studies of informal surveys of principals (see «When Principals Rate Teachers,» research, Spring 2006) and teacher ratings by mentor teachers find that these more - subjective evaluation methods have similar power to detect differences in teacher effectiveness as the TES ratings.

Brian Jacob and Lars Lefgren find no relationship between teachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher salaries.

And when principals do not have sufficient content expertise, they could solicit the views of content experts.http: / / educationnext.org/wp-admin/post-new.

In previous research using the 2003 principal survey data (see «When Principals Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic progress.