Principals used to believe that THEY had to be the center of curriculum expertise and problem-solving for their staff. It was about THEM knowing, doing, and sharing. This way principals could be assured that high quality decisions were implemented. But the Breaking Ranks® research from NASSP
This is the third in a series of three posts. Check out Teams—Don’t Go It Alone and Teams—Build a Team to see the latest in the series! Teams, in many ways, are like performance automobiles. It takes time to build one. There is great care and
During my thirty plus years with educational leadership responsibilities, I had the opportunity to share work space, team projects, grant funded positions, and administrative roles. Typically, there is much enthusiasm during the first six weeks of the shared role. Sadly, the novelty soon wears off.
“If you want to go fast, go alone. If you want to go far, go together.” – Traditional African proverb To keep pace with today’s educational demands, teachers, principals, and superintendents work ardently to counteract the traditional structures that often keep them isolated in their practice.
This is the second in a series of three posts. Check out the first post: Teams—Don’t Go It Alone. It takes time and effort. It can be maddeningly slow along the way. But, building teacher teams and the structures for teams is one the most important
Coaching has become an important professional learning methodology for educators in recent years (van Nieuwerburgh & Barr, 2017). Initiatives designed to enhance teaching practice have been the focus of many programs, whether the coaching is provided by peers or by specialist instructional coaches (Knight, 2007).
Why have teams? Teams share the load. Many hands make for lighter work. But beyond that, there is a psychological power to teams. Teams allow individuals to find an identity in teams that is greater than himself or herself as an individual. Teams become an
Collaboration. It’s a word we have a lot about, and often believe we do it, but it seems to be more about getting it done than getting it done right. Why? As leaders, we want teachers to collaborate with each other or around our ideas,
Whether you realize it or not, you’ve been spotting genius all school year. That time your inbox chimed with a student’s 14th or 15th comic strip submission, months after the lesson was complete. Or the teacher you might call a “word ninja” owing to her
Whether you realize it or not, you’ve been spotting native genius all school year. That time your inbox chimed with a student’s 14th or 15th comic strip submission, months after the lesson was complete. Or the teacher you might call a “word ninja” owing to