Are Chandler's teachers easily able to identify what part of the mission they are working on? Have they been given an opportunity to participate in the crafting of this mission?
A team that operates within a school should be aligned to that school's vision, mission, goals, and strategic plans. This could be considered vertical alignment of efforts. Teams also need to align horizontally -- what one team does needs to complement another team's work.
What piece of our school's vision are we working toward?
Which components of our mission are we upholding?
Which of our long-term or annual goals are we contributing to?
What specifically will this team need to do in order to move our school forward on its vision and goals?
Team members need these connections laid out. When the intersections of purpose and work become clear, team members are more likely to feel energized, motivated, and valued.
The most important resource for a team is time -- time for the facilitator to prepare as well as time for teams to collaborate. Teams must meet consistently and focus their time on what matters: implementing a work plan, learning together, and building strong relationships with each other.
A team's potential for greatness depends on many factors, including the emotional intelligence of team members and the organizational conditions in the school or district that houses the team.
The most effective schools and organizations have a mission and vision that motivates, unifies, and guides all stakeholders in their day-to-day operations. Short- and long-term goals for the school align to the mission and vision and are regularly reflected on.
Enduring achievement gains require not only applying content and concepts worth knowing, but also ensuring that learning is occurring in a healthy, thriving culture as well
Is the principal visible in classrooms and noticing and commenting on teachers' and students' strengths?
Joy in learning is essential to a healthy and productive school culture; fear and joy cannot coexist.
And—not to be minimized—are teachers and students enjoying instruction and learning?
People who are anxious with worry, concerned for their safety, or treated disrespectfully do not take risks or work well with others, nor do they perform their best work.
Successful principals and other education leaders deliberately model and take trust-building steps with and for their school communities every day.
They listen without judgment, are open to divergent viewpoints, communicate clearly and respectfully, and are humble in their actions and demeanor.
They celebrate teachers' strengths before evaluating them. They give feedback that is useful and actionable.
A caring, well-organized, and well-managed environment helps promote a sense of well-being and optimism
Research has clearly shown that teachers become more effective, efficient, and joyful when they have time to plan, observe, problem-solve, coach, and learn together.
Successful principals foster a collaborative atmosphere by creating time for classroom teachers and specialists to
The most effective principals and education leaders also take their own professional learning seriously and become highly knowledgeable so they can ably guide and coach teachers.