Great Principals

Great Principals
According to the article, there are 4 characteristics of great principals. The first characteristic is that "Great principals take responsibility for school
success". Whether its problems with students, teachers or budget, a great principal will treat these problems as his/her own. They take responsibility of
these problems and find effective means of solving them. They don't blame others for the lack that their school is not successfully.
The second characteristic is that "Great principals lead teaching and learning" The great principal should model good characteristics by evaluating and
improving current teachers. Having a strong and well planned out strategic plan is key to improving student achievement. They should analyze the data
and...show more content...
Principals are in charge of all aspects of the school, but most importantly is to hire and maintain the staff. Principals are faced with two options hire
excellent teacher or improve the one that you currently have. Great principals will often network by going to observe teacher preparation classes,
invite student teachers and ask experienced teachers if they would recommend someone. On the other hand, principals should also look to improve the
teachers they currently have. Most of a great principals time should be spent in classrooms observing and providing teachers with feedback.
Great principals build a strong school community. One principal spent two to three hours each day observing teachers. He found that effective teachers
did not mind having him provide feedback for improvement while the ineffective teachers objected the idea of having multiple observations. Principals
can also improve teacher effectiveness by offering professional development opportunities. The last characteristic that the article mentioned is "building
a strong school community". All stakeholders should be involved in the overall improvement of the school. The school should be a welcoming place
for all students and the community. One principal creates informal chat time with parents and members of the community to help improve the school
and provide feedback. The great principal needs to ensure that the school is safe
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School Administration & Supervision
Introduction to School Administration and Supervision Principals play a vital role in setting the direction for successful schools but productive
leadership depends heavily on its fit with the social and organizational context in which it is exercised. They (the principals) are the primary catalysts
for creating a lasting foundation for learning, for driving school and student performance, and for shaping the long term impact of schools'
improvement efforts. You have been appointed as the new principal at your school. You are frustrated by the current environment and feel the need to
make some drastic changes. Your superiors expect improvement; the school needs change and you need a plan. How will you motivate and inspire your
...show more content...
The principal is the focus keeper, consistently pointing to improved student learning as the central goal of the school. The principal sets the climate of
high expectations for student achievement and sees that teams function effectively. You need to ensure that you are trusted among your staff as well
as parents and members in the community. Without this trust you will be unable to implement and iota of change within your school climate. When
parents and teachers trust you, they believe that what you are saying and are encouraged to endeavour in what changes that may be ahead of them.
They see the honesty as a bonding partnership, thereby allowing them to be more comfortable with you as the Principal in all your undertakings.
With honesty there is always some form of consideration that you as a Principal will tend to give towards your staff members. Consideration is a
trait that refers to "people orientation" or a concern for people, especially a concern for each person. Considerate principals, for example, express
interest in their teachers' lives. When teachers see that you as a Principal are not only concerned about covering the school syllabus or ensuring that
paperwork is up–to date, they will begin to trust you even more. They will see that human aspect of you begin to play in their lives, therefore when
you begin to ask for change it will be met with the minutest opposition. It will come as

Essay on Education: The Roles of a Principal
Schools, Teaching, and Supervision
Overview
In schools everyday are many people influencing and taking the important role in education and supervision. In these roles are collaborating, teachers,
principal, students, and educational supervisors, all these are the main basics of this process (Annan & Ryba, 2013). In an immediate setting, with a
more encompass culture is guide by educators, principals, and other staff that supports the student's success in a daily basis. In any school the culture is
really important, but could be hard to establish and maintain (Moccozet, et al., 2009). In establishing a successful school it is pertain that all the staff
have the knowledge about the different styles while leading, the main three are...show more content...
The experimentalist differentiate a more changing world as is seen now, as where the changes are openly accepted. In this schools educators guide the
students to be able to develop strategies to resolve society conflicts in different situations. This is an existentialist idea of subjectivity with an
experimentalist view of society.
When a supervisor is effective it fosters the relationship and recognizes the role of the teachers allowing them to identify themselves the needs that they
have in order to assist the students, and accepts the assistance of the supervisor (Annan & Ryba, 2013). For an effective success, is imperative that the
administrator maintain an understanding the importance on how to project the sense of power because it could be perceived contrary to obtain the
success. When a collaborative environment is in place, the teachers sustain control over the direction of their classroom and the decisions that are
made, Glickman, et al., (2010) mentions that "As supervisors gradually increase teacher choice and control over instructional improvement; teachers
will become more reflective and committed to improvement".
Platform
A platform needs to be define as the educational beliefs of an individual person, as well as those believes are place into a practice (Moccozet, et al.,
2009). To be an effective leader in the educational field, it is need it to establish a platform base on believes and actions (Glickman, et al., 2010). It is

A Reflection On The Job Of Being A Principal
Standard 2 Reflection Many initial thought after looking at all the information and topics from standard 2 is how little I know and how scary the
job of being a principal can be. There seems to be so many different things that a principal should know about. Notice that I did not say be an expert
of or having a complete working knowledge of, but rather should know about. That part I did learn over these last four months, that a principal has
a need to find help and information from those that are deemed the experts. I think that is a very important discovery to make this early on, since I
think that my first months on the job will really drive home how little I know. But I felt the same way when I first started teaching, that I knew little
in the way of running a classroom and now I am mentoring new teachers in the subject. Thus, part of gaining knowledge will be through experience.
I just need to remember that there is a structure in place to help me with questions that I do not know the answer to. The first topic that we covered
was regarding professional development. I have tried really hard to use that information as I am talking with my mentoring principal about
professional development for next school and beyond. The really nice part for me is that he is listening and using some of my suggestions as we
continue to plan. That to me shows that what I am thinking does have some validity and that he has placed some trust in me and what is happening as
I progress

School Principals And School Counselors Essay
Introduction School principals typically hire and train school counselors to fulfill the needs of his or her respective school. How each individual
principal views the position can be vastly different from district to district and even contrast between schools within the same district. This article
disaggregates data from a study conducted in Florida where 459 middle school principals were interviewed and completed surveys regarding their
desired roles and functions of their school counselors as well as how those counselors were being utilized within their schools currently. Additionally
the article compares data from this survey to a similar survey conducted within the same demographics in 1993. In 1993 administrators perceived
school counselor roles as school leader, case consultant, clerical direct service provider, administrative team player, and substitute teacher. In contrast
today principals do not place as much emphasis on disciplinary administrative actions and scheduling, but incorrectly continue to consider substitute
teacher duties, clerical responsibilities, and test coordination as primary functions of a school counselor. Because of this discrepancy, counselors report
it is difficult to fulfill what they perceive as their primary role – facilitators of the academic, social, and personal development of students. Similarly,
counselors acknowledge the importance of administrator support when developing counseling programs within a middle school.

The Principal Role Of Curriculum Leadership
Scenario 1
The Principal's Role in Curriculum Leadership
According to Allan Glatthorn and Jerry Jailall curriculum leadership is defined by "functions that enable school systems and the schools to achieve
their goal of ensuring quality in what students learn" (pg. 36–37). It is important to note that there are functions not roles that help mold curriculum. In
order for the principal to be effective he or she must be able to identify the functions that tend to be goal oriented that may maximize the student
learning by providing quality content. Principals should be able to develop, implement, monitor, align and evaluate curriculum as well as provide
resources and time. In order to create an effective school and to show improvements Phi Delta Kappa suggests that leaders should develop "teamwork,
real–time professional learning, and system and school cultures that allow new ideas and practices to grow and flourish." Teamwork and high– quality
professional learning begin at the highest leadership levels and district leaders should be fully committed to and engaged in their own development.
"Significant change throughout the system requires that leaders be willing and able to change their own beliefs, understanding, and actions."
In order for a principal to implement new strategies for the school, Glatthorn and Jailal suggests that "principals should have clear long–range policies
and goals" (pg.39) so the staff can understand all expectations and hold themselves

Why I Want To Be A School Principal
School principals go through the school and supervise the students and teachers to make sure everyone is doing what they are supposed to and
following guidelines. School principals assign teachers to certain things based on their education and hire teachers and other employee's as needed.
They sit in class rooms and evaluate their teaching skills to be sure they are using approved teaching methods. They deal with conflicts that students
may face with teachers or even other students. They make the teachers schedules and their duty schedules. They have to attend sporting events or any
school extra circular activities (School). I will have to go to college to get my master's degree or bachelor's degree if I were to work at a private school,
I will be working in an office and around the school, and jobs for being a school principal are expected to open up about 6% or as fast as average.
As a school principal I would have to make...show more content...
I could take any general education classes to get me prepared for being a school principal. Some training I could do to get me prepared for being a
school principal is, offer to assist teachers with jobs, teach Sunday school classes, get a summer job as a camp counselor or day care center aid,
working with a scouting group, volunteering to coach a youth athletic team, or tutoring younger students (School). I should be mentally strong and
be good at reading, writing, and speaking. I will have to get along with the students, parents, teachers, and anyone else working in the school. I
should be good at listening, be fair towards every situation, and I should enjoy being around people. I will have to be good at keeping secrets and
never tell who gave me the information. I will have to become better at my writing, reading, and grammar. Something I will succeed at is getting along
with everyone, being good at listening, and keeping

Chracteristics of Effective School Principals
Characteristics of Effective School Principals Lokman Mohd Tahir; Hamdan Said Faculty of Education Universiti Teknologi Malaysia, Skudai, 81310,
Johore. Hamidon A. Rahman Institut Aminuddin Baki, 69000, Sri Layang, Genting Highlands Abstract Researchers in the area of principalship have
concluded that schools are effectively good as their principals. Despite some influential work of the effective schools research, Malaysians school
principals are urged by the our former Directors General of Education, Datuk Abdul Rafie Mahat to lead the schools with effective leadership to ensure
that the bearing and tone of the schools are implemented successfully aligned with students' needs, national priorities and vision. Being as the most
powerful and...show more content...
In order to determine the leadership effectiveness, we must understand that how teachers, as well as other individuals, construct their notions of
effective leadership are based on their or within the organization itself (Rosser 2003). The conceptual framework The conceptual framework for this
study was derived from the four integration leadership model developed by Bolman and Deal (1998). Bolman and Deal identified four perspectives
called frames: human resource, structural, political and symbolic. The structural frames are associated with scientific management, administrative
principles and bureaucracy. Thus, this frame represents a rational perspective associated with hierarchies. Leaders with structural frame solve
problems by creating new rules, procedures, or processes or by restructuring the organization. The human resource frame is associated with human
relations. This frame views individuals as resources and encourages participative decision making, to meet people' needs, to motivate individuals to
realize their own goals, and to attain the goals of the organization. Leaders deal with human resource problems adjusting their organization to fit
people or by adjusting the people to fit the organization. The third leadership frame is the political frame. Political leaders are realistic and pragmatic
advocates and negotiators, build network, power bases and create alliance. The last frame is symbolic frame. Symbolic leaders invent shared meaning
for

The Principal Story Documentary Analysis
The documentary "The Principal Story" focuses on the leadership qualities and behaviors of two principals as they navigate through a single
academic year. Although the demographics of the schools may at first appear to be vastly dissimilar, upon closer review of the clientele served by
each school, the only stark contrast is the race of the students. Both schools are located in impoverished communities and both principals face similar
challenges as they lead their schools in striving for both academic and social success.
Tresa Dunbar is a second year principal in Chicago, Illinois. Her school, Henry H. Nash Elementary, services approximately 800 Pre–K through eighth
grade, predominantly African American students. Henry H. Nash Elementary...show more content...
In chapter 5 Ms. Dunbar, frustrated by what she has seen in the classroom, and a lack of student growth, calls her faculty together for a reflective
exercise. She asks them to list their instructional activities for the past two weeks and circle those that are of high quality. In a voiceover she makes
sure the audience knows that she believes her teachers are great instructors, but she does not feel that they are giving the best of themselves. She has
them list the lowest student in the class and give the supporting evidence of how they know that student is the lowest. She then explains in another
voice over that this is the one way she knows how to make them reflect upon their own practices and techniques. Once the teachers have completed this,
she asks them why they think she asked them to complete that activity. A teacher very aptly responds that, as teachers, individuals do not always take
the time to truly reflect on their responsibility in the learning equation. Ms. Dunbar realizes at this point that her professional development activity
achieved its desired

Doctors Joseph and Jo Blase, a husband and wife duo who both teach educational leadership at the University of Georgia, author Handbook of
Instructional Leadership: How Really Good Principals Promote Teaching and Learning; thereby, adding to an already expansive collection of scholarly
articles coauthored by them on the subject of educational leadership. In this book, the Blases accomplish two tasks: outlining how principals should
apply instructional leadership skills while performing their job, and how principals should maintain positive relationships with their teachers while still
effectively leading. To accomplish these tasks, the authors divide up the book into briefchapters that each deal with either an attribute of instructional
leadership or a method for maintaining positive principal–teacher relations. As the authors themselves state, the book effectively examines "what
successful instructional leaders do to enhance teaching and learning and the effects that their behaviors have on teacher's performance and well–being"
(xiii).
To organize their research, the Blases first divide their information into the broad categories of "Part I: The Art of Science of Instructional Leadership"
and "Part II: How Supervisor's Behaviors–Positive and Negative– Affect Teachers." By first dividing their information into these two broad categories,
the authors effectively organize their research. While the concept of carrying out instructional leadership, as described in Part I, and

Before discussing the importance of understanding the need for ethical and/or moral leadership, it is important to present the development of the role
of school principals and its eventual need for the inclusion of ethics and moral into school leadership. The role and professional position of the school
principal began to be shaped during the early 19th century with the development of "head teacher" (Brown, 2011). Next, at the turn of the 20th century,
the position of school principal began to gain both stature and authority (Sullivan and Glanz, 2013). Indeed, with the formation of the National
Association of Secondary Principals (NASSP) in 1916 and the National Association of Elementary School Principals (NAESP) in 1921, the
proclamation by administrators to be seen as professionals became evident (Brown, 2011). In short, the establishment of the principalship as a separate
entity from teachers was firmly established at the turn of the 20th century.
The next development of the role of principalship was the identification as the formal authority figure of schools. According to Sullivan and Glanz
(2013) the transition of the school principal as supervisors began with the distinction of social efficiency as bureaucratic method during the 1900s. A
significant influence in the development of social efficiency in school leadership was the adoption of Frederick Taylor's popular scientific management
theory to the K–12 school practice. By the 1930s the adoption of scientific

1.How can principals encourage collaboration in their schools between school leaders and teachers, among teachers, and between school staff and
parents? The principal can encourage collaboration as the prominent figure of authority within the school. Being leaders, the principals have similar
visions and can open the channels of communication between school leaders and teacher as together they brainstorm different ways of maximizing
student learning potential as part of the united vision that is also mandated by law. Together they can advocate for adequate staffing, the funding for
supports such as professional development workshops that are vital components students' academic excellence. In addition, among teachers, principals
can encourage collaboration through adequate and ongoing training, allotting extra planning time, requiring both the general education teacher and
special education teacher to participate in IEP meetings, and giving constructive feedback/support to collaborative efforts. They also should be shared
responsibility for students learning. Teachers should learn how to effectively collaborate with other staff as vital team players in the educational setting
and whose input therefore matters. Finally, as role models, principals must lead by example in displaying respect for parents and expecting the same
from...show more content...
All students have access to the general curriculum. There is importance given to professional development, enough time for planning, teachers feel
empowered, the general education teacher also participates in IEP meetings. Parents feel respected and are active participants in decisions that affect
their children, and students has a sense of belongingness that translates into improved grades and a reduction in behavioral

School Leadership that Works Essay
Leadership involves a set of learnable experiences. Exceptional leaders are exceptional learners. This essay reviews some of the current literature
related to effective leadership in education with a special focus on Marzano's research on leadership "that works" (2005).
Most definitions of leadership involve four elements including process – a transaction between leader and followers, context – usually a group with a
common purpose, influence – affect on group, and goal attainment – direction of influence (Northouse, 2004). Dr. Bernard Bass has published over 400
articles and written and edited nine books, all concentrating on leadership. Bass has developed a set of theories of how people become leaders. His trait
theory says that some...show more content...
In the delegative style, the leader allows the employees to make the decision. However, the leader is still responsible for the decisions that are made.
This style is used when employees are able to analyze the situation and determine what needs to be done and how to do it. The principal cannot
possibly do everything. Priorities should be set and certain tasks delegated.
Marzano conducted a meta–analysis of 69 studies over the last 35 years, which reviewed teacher surveys of principal behaviors and student
achievement. This analysis revealed that the principal can have a profound effect on the student achievement. An average correlation of .25 was
computed between the leadership behavior of the principal and the average academic achievement of students in the school. Until Marzano's study was
completed, researchers had really questioned whether principals had any impact on student achievement. Marzano assigned a number to it. The study
has indicated that if you increase the principal's leadership ability by one standard deviation – from the 50th percentile to the 84th percentile – you will
see an increase in student achievement from the 50th percentile to the 60th percentile. A correlation can also be seen in terms of school effectiveness.
Typical students in effective schools as opposed to ineffective schools have a 44% difference (72% / 28%) in their passing rate on a test with an

Defining Instructional Leadership
Working with several principals of my seventeen years in the classroom have given me a perspective on effective practices of principalship. Now
that I am out of the classroom and work directly with dozens principals, I hope to get a very close look and improved understanding of the principal's
role in a school. In my role as a project facilitator I have already experienced firsthand how educational leader sets its priorities for their school .
Combining this work assignment with CSUN's administrative credential program will provide excellent preparation.
School principals wear many hats. They are supervisors, mentors, politicians, as well as instructional leaders. Balancing between these roles is...show
more content...
Too often a lack time for the principal to execute instructional leadership activities reveal a lesser value. Documenting and reporting paperwork seem to
be the principals' primary business–like expectation of the school district. Principals are responsible for providing teachers development opportunities,
deliver instructional resources. Professional development needs to be relevant and demonstrate to teachers that time and effort is valued. Principals
must be foster a collegial and collaborative working environment between faculty members. Acknowledgement and praise must be used liberally and
genuine gestures. A principal should know a staff well enough to know their strengths and interests, as well as their career goals and areas that needing
development. These measures maintain trust, spur motivation, give empowerment and enhance collegial relationships.. The educational leader must
look at each decision through the lens of what is best for the student. Students respond well to positive peer interactions in collaborative classrooms.
They are motivated when instruction is made relevant and challenging to their interests and abilities.
In short, the task of being a highly effective instructional leader is multifaceted. It requires focusing on instruction; building a community of learners;
sharing decision making; supporting professional development; creating a climate of integrity, and striving for

Principal Of School Is An Awesome Leader
Principal Report
The principal is the leader of the school. The principal provides a safety environment for students, faculty and community. The principal responsibility
is to make sure the school is running good and everybody is doing their job, and the students are learning. Based on my interview sheet question I
interview the principal at Tenth and Penn elementaryschool, the principal of that school is an awesome leader.
A principal has a huge responsibility day by day. Being responsible for 565 students and 45 faculty and staff every day is a hard work. They are a
different type of principal like elementary, middle and high school that start working as a teacher first. A principal holds a certificate in different areas
like an Elementary, ESL, and principal as well. They have a positive aspect when they have the chance to talk to students and ask them how they do
today and what need activity they learn, that make the principal to engage more with the students to have a positive goal in their education success. A
principal is responsible for management the entire building, instruction and curriculum, discipline and behavior, and budget. A principal philosophy is
simple and clear students first, they work hard to give a student the best education experience they can and guide them to achieve a successful
academic goal. The principal is in charge of hiring process, the principal always ask them THE REASON THEY ARE HERE to new teachers. A
principal need to make sure that

Chracteristics of Effective School Principals
Characteristics of Effective School Principals Lokman Mohd Tahir; Hamdan Said Faculty of Education Universiti Teknologi Malaysia, Skudai, 81310,
Johore. Hamidon A. Rahman Institut Aminuddin Baki, 69000, Sri Layang, Genting Highlands Abstract Researchers in the area of principalship have
concluded that schools are effectively good as their principals. Despite some influential work of the effective schools research, Malaysians school
principals are urged by the our former Directors General of Education, Datuk Abdul Rafie Mahat to lead the schools with effective leadership to ensure
that the bearing and tone of the schools are implemented successfully aligned with students' needs, national priorities and vision. Being as the most
powerful and...show more content...
1998; Haberman 1999). However, to date, past research provided very little data about the characteristics, skills, knowledge and dispositions,
motivations that characterize on what the ideal attributes of the effective principals. Amer and Khuan (2004) pointed that majority of empirical studies
that were conducted in Malaysia does not list detail description and comprehensive understanding the attributes of effective school principals. The
objectives of this study were to identify the characteristics of effective school principals specifically in Johore and to ascertain the characteristics and
leadership style that enhance teachers, commitment towards the schools. With the wide array of research about the effective characteristics of school
principals, various models have been introduced and tested to identify the most significant applicable effective characteristics for our multicultural
ethics–based schools. This study was introduced as part of a study to determine, describe and identify the attributes of effective characteristics of school
principals through the perspectives and responses of the school principals and their teachers. The nature of this study is to determine and to describe
the key components of effective competencies and attributes that should be possessed by the school principals through the eyes of the principals and
teachers. Specifically, the research questions were addressed: a. What are the ideal characteristics that school

Manifesto for School Prefect
Manifesto For School Prefect(boys) Sample Manifesto written by ......................... when vying for the post of Senior boys Prefect Mr. Chairman,
Honorable Proprietor and Headmaster, Mr. Commissioner distinguished staff members, co–aspirants, fellow students, ladies and gentlemen, I greet you
all It has been observed by me in recent times, that there are many problems, which arise day in day out. I do not wish to make this entire problem
known, because they give me an ill–feeling when I mention them. Nevertheless, for the sake of my manifesto, I am going to give an instance of a
situation as an example. Comfortably seated lady and gentlemen, Imagine yourself being a teacher, you have just given an exercise which you were
Mr. Chairman, honourable Headmaster, distinguished members of staff of this noble school, the electoral commissioner, fellow aspirant, enthusiastic
students, I greet you all. Once again, here comes another political season or era which is characterized by the handing over of spiritual and physical
batons from the old Elijah's to the new Elisha's First and foremost, the Latin saying " qui mutum datum qui sum mutum expectatum " which simple
means to whom much is given much is

Speech to Principal on Retirement
Well do keep these main points in mind 1. Expresses appreciation for the way you worked, co–operated, learned or lived with. 2. Characterize the
leaving person. 3. Link her or him to the history of the community, place, company, school or college. 4. Achievements, successful projects? 5.
Memories, stories, anecdotes? 6. Why is she or he leaving? What do you think of it? Describe your feelings. 7. Wish her or him all the best for future
successes. 8. State: We won't forget you, followed by: You won't forget us either. And tell why. 9. Conclude your farewell speech with presenting a
gift. Hope this works Dave has spent his life delivering letters of congratulations and condolence. He has brought the news and the views of thousands
and Thank–you Mr Harris {The Principal} for your wonderful introduction. Have I really been here 25 Years? That sounds like a long time ...about
the same length as a double spell of English grammar on a Friday afternoon when the sun is shining. That too can seem to go on and on.
Fortunately for you I don't plan to. I remember coming here with my brand new teacher kit. I was full of ideas, things to do to make a difference. I
thought I was the teacher and you, the students were my pupils. How wrong I was. It took a while to understand for I was a reluctant learner. My
head was so full of how things 'should be', there was very little room for how things 'were'. The gap in those early days between what I thought I
needed to teach and what the students actually needed to learn was wide. There were times when bridging it was difficult. There were even times
when it seemed impossible and I wanted to give up. Mr Harris has been kind in saying I gave a gift of myself; my energy, enthusiasm, honesty,
respect and love, to you. But I want to turn that around and give it back, for this is precisely what I feel you have given me. I have been privileged
to have had in my classroom many, many fine young people. 25 years ago some of them began to teach me how to teach. They must have caught a
glimmer of my desire to truly understand. They helped me build the first bridges. From them I learnt true teaching is a special partnership. It only
really works when the teacher

Interview With Middle School Principal Essay
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy
Creek Middle School's principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process
focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and
Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of
assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD
data. They use the...show more content...
Professional development principles Ben embraces are Rigor, Relationships, Relevance and Realness. Mr. Rhodes continually emphasizes that work
needs to have relevance and rigor in assignments and that the relationships teachers build with students is essential for success. Specific content used
for staff development goals are Glenn Singleton's work (Equity), National Achievement Gap, High Performing Schools, 90/90/90 Studies, 21st Century
Skills, Marzano's Instructional Strategies, and Heidi Hayes Jacobs' literacy work. A variety of activities for teaching new skills to teachers occurs
throughout the year. These include study groups, guest speakers, ERO (staff development classes), open classroom visits, master teachers sharing best
practices in literacy, differentiated instruction, , math, and culturally responsive teaching, conference opportunities, mentors, district content area
inservices, building inservice days, monthly district content area meetings, partnerships with universities, Collaborative Action Research for Equity
(C.A.R.E.) cadre, and monthly building equity meetings. Mr. Rhodes uses the district Teaching Learning Cycle (Plan–Teach–Monitor– Adjust) to
evaluate and assess the learning goals and make improvements. Ben also meets with Ben and the leadership team about the goals and creates the
timeline to provide training and analyze progress. Evaluation of the learning goals using the SIP (as a living document) and individual goals are
important

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