We partnered with leaders and educators from three school districts in Oklahoma to find out what happens when teachers are actually the ones behind the steering wheel. Here’s what we learned about empowering teachers to lead their own professional development.
School culture matters. It affects teachers’ morale and instruction, parent engagement, and students’ behavior and learning. Developing and sustaining a positive school culture is hard — but one Florida elementary school has a lot of creative ideas for making it work.
In the fall of 2015, Southeastern School, a K-12 school serving a suburban community outside of Birmingham, Alabama, began adopting the Literacy Design Collaborative and the Mathematics Design Collaborative instructional strategies.
Before Southeastern made the commitment to implementing LDC and MDC, Principal Glenn Puckett knew it was important to have teacher buy-in and he asked some of the mid-career teachers to look into the literacy and math frameworks more closely.
Competing priorities and increasing responsibilities mean principals are finding it harder to spend quality time in classrooms, in addition to formal observations. One Tennessee principal is navigating these challenges in thoughtful and productive ways.
A Kentucky principal returns to her school after a year-long journey supporting her district’s roll-out of a new educator evaluation system. She shares her experiences supporting 22 schools and insights on what it means to be a school leader.