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What can school leaders do to ensure that their faculty members, including themselves, continue to grow and learn? It is the responsibility of school leaders to create a setting in which adults learning with and from one another becomes the norm.

Collaboration focuses only on the product; collegiality focuses on the product and what the participants gained from their collaboration.

"Many studies have shown that social connections with co-workers are a strong predictor — some would say the strongest predictor — of job satisfaction. People with friends at work are happier at work.

the goal of school leaders is to create a setting in which everyone grows. When this takes place, happiness will follow.

the work of Roland Barth. As a metaphor, he cites the instructions that are given to passengers about how to proceed when using an oxygen mask on an airplane. We are always told, he notes, that the adults should place the oxygen mask on their own faces before tending to a child or an elderly person. While this sequence is counter-intuitive to our desire to take care of those who need our help, the reality is that without giving ourselves oxygen first, we will not be able to help anyone else

If collegiality is not the norm, a school cannot achieve its potential.

Teachers talking together about students.

Teachers working together to develop curriculum

one another teach. This occurs rarely, even in the best schools

observing

One way to address this anxiety is to "ask teachers to observe a peer with the goal of finding one thing they like and one idea they'll use,

In a collegial setting, teachers share their expertise with colleagues and further everyone's learning.

an elderly person. While this sequence is counter-intuitive to our desire to take care of those who need our help, the reality is that without giving ourselves oxygen first, we will not be able to help anyone else. We must take care of ourselves in order to be able to take care of others. Teachers teaching one another. This doesn't necessarily mean that a teacher stands in front of peers and imparts expertise. Although that can happen, the interaction that takes place at faculty and committee meetings offers richer opportunities for teachers to teach their colleagues. Sharing what did and didn't work yesterday, reviewing action re

Intelligences and Succeedin

Teaching a class, laudable as that may be, only satisfies this need if the administrator's teaching responsibilities cause the faculty to view him or her as someone who understands and appreciates teaching, rather than as "an administrator who teaches."

leaders must try to position themselves among the group rather than above it."

Faculty committees should be a school's R&D department, a place where academic research and development takes place.

When teachers serve as leaders of a faculty committee, they also develop their leadership skills.

An easy (and fun) way to encourage collegiality is by forming a faculty book group

First, participation should be voluntary. That may be hard for school heads to accept, but my experience is that making attendance optional works better. Only a minority of the faculty is likely to join, but because those who are attending choose to participate, the dialogue is far more likely to be open and positive.

providing food is always good. Paying for pastries or pizza always sets a nice tone.

If students are to grow and learn, their teachers must grow and learn; if teachers are to grow and learn, their administrators must grow and learn as well. School leaders must be learners. We must invest in ourselves, too.

must be visible learners

It may be difficult to admit that you don't know the answer or that you'd do something differently next time, but it's important to do so. This is part of the Make New Mistakes philosophy noted in Chapter 1. Sharing that philosophy with staff members and parents helps set the expectation that everyone is expected to learn — and that learning can be messy.

Listening well includes structuring in designated times when you have to listen and also ensuring that you listen to opinions you don't want to hear. That is neither easy nor pleasant, but it is necessary

I have found surveys to be effective in reaching out to parents.

"360-degree evaluation for growth." The term "360 degrees" captures the fact that feedback is generated from all sectors of the organization, not just from above. The term "growth" indicates that the data came directly to me, for use in my reflection and growth, rather than to a third party for the purposes of evaluation. Many organizations offer this service, and the format is generally the same. To start, I reflected on my strengths and weaknesses. Then online feedback on the same items was collected from several dozen people whom I nominated, people from all 360 degrees of the school, from trustees to staff to students' parents. A "coach" working for the company that conducted the survey then led me through an analysis of my profile, paying special attention to how my self-perceptions did and did not contrast with how others saw me.

Another participant described affinity groups as “a space where I can say the things I need to say, you know, and be who I am and not have to couch it.” This kind of comfort can be a critical emotional lifeline for Black teachers.

If leadership at PWIs hopes to stem the tide of attrition among Black faculty, they need to invest in a consistent approach to professional development that is not reactionary.

I’ve established healthy boundaries, such as acknowledging that it’s not always my responsibility to coach my white colleagues through their misconceptions about race or Black folks.

I hope school leaders will make it a priority to improve the teaching experience of their Black faculty by intentionally budgeting more time for supportive gatherings like affinity groups and providing more culturally responsive professional development opportunities to sustain teachers throughout the year.

For me, flipped professional development has been highly successful when blended into a more traditional model. I can hold workshops, training sessions and other professional development activities in person with my faculty and continue to support them outside of that face-to-face environment.

Too often, administrators leave the classroom and only return with a laptop and a framework. For many of us, leaving the classroom is really only a physical phenomenon because we never really leave. I confess that my flash lessons are motivated, in small part, by my own envy of so many amazing teachers who work in my district. But what I couldn't have counted on was the camaraderie, rapport, and trust that the lessons would create between administrators and teachers.

Ultimately, we need to remind ourselves of that immutable fact, to be as human as possible, and to look for, rather than to abandon, our own "flashes."

“There is no pedagogical problem in our department that JusticeX solves,” the letter said.

The percent of teachers given the top rating ranged from 73 percent in Tennessee to 8 percent in Massachusetts and 3 percent in Georgia.

Many districts are drawing important distinctions between good and excellent teaching, but there is less differentiation among good, fair, and poor performance.

Why do so few teachers receive below-proficient ratings, despite the fact that school administrators estimate that more than a quarter of their teachers aren’t up to par?

The daunting workload involved in giving low ratings

Being merciful – Some principals said they were hesitant to give low ratings to rookie teachers out of kindness and a desire not to discourage (or lose) a teacher who had potential for growth.

Personal discomfort

Principals knew that teachers could lose their jobs as a result of a low rating, and were upset when teachers cried.

Her policy: use e-mail for non-urgent questions and texts when time is an issue.

2013 Gates-funded Measures of Effective Teaching (MET) study, which asserted that it’s possible to accurately evaluate teachers by triangulating data from student surveys, value-added scores, and classroom observations.

Google, General Electric, and other corporations shifted from rating and ranking employees to providing real-time supervisor and peer feedback and coaching aimed at fostering professional growth to meet stretch goals. This rethinking was inspired by three findings from educational research: -   Performance ratings tend to foster a “fixed” versus a “growth” mindset. -   Numerical grades or ratings lead recipients to ignore detailed feedback. -   Extrinsic rewards can discourage the behaviors they aim to improve.

A 2012 initiative in Cincinnati suggests a different approach. Mid-career teachers who were observed four times by peers and given detailed feedback showed marked improvements in performance and student results. The key elements were frequency, credible observers, formative feedback, and a simple, low-stakes process with no direct ties to promotion and retention decisions.

Studies point to the following levers for continuous improvement:             • Peer collaboration – Veteran teachers continue to improve their skills if structures are in place that get them working with colleagues in focused, results-oriented instructional teams.             • Teacher evaluation – The key is detailed, valid feedback on classroom practices and support for improvement from knowledgeable and well-trained administrators or peers.             • Tailored on-the-job training – Most PD is ineffective, but intensive coaching focused on the specific needs of individual teachers and sustained over time can make a positive difference.             • Organizational supports – These include an orderly, disciplined school environment, services available to address students’ social and emotional needs, and positive parent engagement. • Leadership – “Hiring principals who have the talent to identify organizational weaknesses, establish schoolwide systems to support teachers and students, and galvanize collective buy-in from teachers is a central lever for improving the teaching and learning environment,” conclude Papay and Kraft.

Not having access to books in June, July, and August results in a two-month loss each summer for poor children compared to a one-month gain for more-advantaged children, and that accumulates over the years into a crushing achievement gap. Getting low-SES children reading over the summer is the most effective way to change that dynamic, but what works?

a home library is as important as parental education and twice as important as the father’s occupation in predicting educational outcomes;

Establish virtual office hours. Tucker tells students at the beginning of the year the dates and times when she’ll be available for a Google chat or Google Hangouts screen-sharing session. She has colleagues who tell students they can e-mail between 4:00 and 6:00 p.m. and any e-mails received after that will be answered the next day.

Limit communication channels.

Other reasons – These included racial concerns (for example, if a disproportionate number of minority teachers might receive low ratings); burdensome dismissal procedures; principals making deals in which teachers agreed to leave the school in exchange for a higher rating; and concern about ineffective replacement teachers.

Make information available online.

Set up a space where students can connect online. Tucker has a private Google+ community where students can share information, ask questions, and support one another.

Protect unplugged time at home.

Not every disagreement is a call to arms.

How and when I use my voice matters. “As I see it,” says Gannon, “my job requires that I advocate for both faculty members and students, and for both teaching and learning. Sometimes that means speaking truth to power; other times it means speaking truth to colleagues.” This is especially important with issues of gender, race, and bullying.

Don’t be afraid to ask for help

“It’s all too easy to let the minutiae detract from the larger goal… I’m not useful to anyone I serve if I’m overcommitted.”

Support, affirmation, and collegiality are more important. For me, leadership has become a matter of knowing and respecting my colleagues all over the campus, appreciating the work they do, and letting them know it… There’s no daily quota on thank you’s.”

At their best, they promote academic achievement, stronger student connections to education, and improved initiative, teamwork, and social skills.

Has a well-thought-out coaching philosophy aligned with the school’s educational, athletic, and programmatic goals – Winning isn’t the main goal, says Gould. Rather, “coaches work hard to help student-athletes learn important life lessons from their sport experiences.”

Shares decision-making with students and provides rationales for coaching actions

effective coaches meet their athletes’ need for autonomy, competence, and relatedness in an atmosphere where students feel they belong.

Builds strong coach-athlete relationships in a caring, supportive climate – Each athlete is known as an individual, made to feel welcome, and knows that bullying and belittling others isn’t tolerated on or off the field.

Is a knowledgeable and effective teacher – “Research reveals that coaches who give positive versus degrading and punitive feedback or no feedback at all have athletes who are more motivated, feel better about themselves, and achieve more positive developmental outcomes from sports participation,” says Gould.

Is intentional in fostering positive youth development – This includes attention to leadership, teamwork, and a work ethic.

What these parents didn’t understand, says Jones, is that “You are either consistent, or you are inconsistent. There is nothing in between.”

“The irony of consistency,” says Jones, “is that the closer you come to being consistent before you fail, the worse off you are. If the parent cracks easily, the child does not need to be a world-class yammerer in order to succeed. But, if the parent does not crack easily, the child must learn to play hardball.”

How does this apply to classrooms? Teachers must set clear, reasonable expectations, says Jones, and then be absolutely consistent in enforcing them.

Never make a rule that you are not willing to enforce every time.

If you are consistent, you can use smaller and smaller consequences to govern misbehavior. But if you are inconsistent, you must use larger and larger consequences to govern misbehavior.

“it’s extremely unlikely you can greatly improve your reading speed without missing out on a lot of meaning…

“If you want to improve your reading speed, your best bet – as old-fashioned as it sounds – is to read a wide variety of written material and expand your vocabulary.”

you can’t take in words you don’t see, and you have a set-point for processing language that can be changed only by long-term improvements in vocabulary and knowledge.

when it comes to reading for deep comprehension or enjoyment, there are no shortcuts.

  1. Why is it so difficult to improve the teacher-evaluation process?   2. Another look at the Measures of Effective Teaching study   3. Conditions for the continuous improvement of teaching   4. Counteracting summer reading loss   5. Using Reading Recovery techniques in guided reading groups   6. Keeping our technology use under control   7. Advice for leaders   8. The qualities of an effective high-school athletic coach   9. Consistency with classroom discipline 10. Are speed reading courses effective? 11. Short items: (a) World population growth animated; (b) Two centuries of U.S. immigration animated; (c) Common Core math sequence; (d) Survey on teacher evaluation

New attention is being paid to designing spaces that are welcoming for girls, students of color, and immigrant and refugee students.

At its root, the trend is being fueled by widespread fatigue with high-stakes standardized testing. The administration of President Barack Obama has also provided a policy boost, giving strong backing to STEM and computer science education and the redesign of schools. The sudden affordability of technologies such as 3-D printers, sensors, microprocessors, and laser cutters have exponentially expanded access to the tools for making. And, perhaps most importantly, the maker movement has also tapped into a deep desire among many educators to return to the type of instruction that drew them to teaching in the first place.

Meaningful change takes time, the superintendent said, and it can't be mandated from above.

Efforts to bring maker education into schools might be messy and uneven. But so far, at least, the process has often been characterized by enthusiasm and growth. Ultimately, Moran said, isn't that the point?