For those of you playing along at home…it has been two years since I published part three of this series. The lesson for me has been “better late than never.” Instead of being highly critical of my failure to complete this series in a timely manner, I chose to focus on the fact that I […]
Part Four of Building a Learning-Focused Culture in Four Parts: Evaluating Progress Read More »
If you have been following along with the first two parts of this series, you learned in Part 1 what a learning-focused culture can be and what it is not. In Part 2, you were asked to record your informal classroom observations and follow up teacher conversations. You likely have every intention of getting into
Part Three of Building a Learning-Focused Culture in Four Parts: One Classroom at a Time Read More »
There is no time like the present (NO exaggeration!) to be in classrooms. Your presence and interest in what teachers and students are experiencing is the best way to show them your support. Developing a practice that focuses on instruction will greatly increase the return on your investment of time and impact the learning-focused culture
Part Two of Building a Learning-Focused Culture in Four Parts: Taking Stock Read More »
A Bit of Context Many districts in California and some districts across the nation have teachers develop annual goals and objectives (G/O). As one might imagine, there are a wide range of expectations between districts. Here are a few: Some have every teachers create them every year, whether or not they are being formally evaluated,
Have you ever informally walked through classrooms and had teachers want to talk about what you observed? 1. Be aware of the six California Standards for the Teaching Profession (CSTPs) and accompanying elements. Simple, right? Know the overall focus of each standard and some general descriptors within the standards. The CSTP Placemat is a simple
5 Steps to Dramatically Improve the Quality of Learning-Focused Conversations Read More »
Did you ever feel that your feedback to your teachers after a classroom observation may not have been meaningful? This article will help you to begin to build the skills needed to ensure that your feedback is evidence-based, clear, and targeted…in other words, MEANINGFUL. Why This Is An Important Skill to Develop It establishes a
School Administrators: Make Your Formative Feedback to Teachers Meaningful Read More »