July 2017
« May    


    Principals expect teachers and students to take ownership of their learning. They must expect no less of themselves as they continually seek to improve their professional knowledge and skills.

    Consider this scenario: A new federal law obligates each public school principal to take an annual standardized test, with questions based on national standards of leadership. Schools must analyze principals’ scores- disaggregated for demographic characteristics- and examine whether their leaders are making “adequate yearly progress.”

    Foolish we say. Yet we hold each teacher in a school community accountable for student achievement, and we hold students responsible for their own learning. Isn’t principals’ learning part of this chain? Can we ask more of others than of ourselves?


    On the Cutting Edge


    Good principals provide multiple opportunities for teacher learning because we believe that having skilled teachers correlates with strong student learning. But how often do we rely on information we recall from distant coursework, superficial mandated workshops, or district presentations?

    Often, we neglect our own learning because we are too busy “working”. Yet we hold doctors, lawyers and car mechanics accountable for updating their knowledge and skills. Who would put their health in the hands of a doctor who relied on knowledge gained in medical college 25 years ago? Principals need to remain on the cutting edge of professional learning.

    Many administrators do return to school. Doctoral programs for school leaders proliferate and provide great depth for principals’ learning. States demand compliance with a variety of standards for certification renewal, but complying with such laws differs significantly from personal efforts to maintain and improve professional expertise. True learning is job embedded, shared with other principals, and rooted in deeply considered ideas about leadership and schools.

    Taking hold of our own learning requires more than compliance. It requires each of us to pursue knowledge voraciously.


    Here are some practical ideas for working learning into your life:


    ü  Read everything you can that relate to schools, teaching and leadership. Professional journals proliferate. Subscribe to several and read them religiously. Skim some articles and study others, looking for the ideas of fellow practitioners as well as those of thoughtful academics who push your thinking. Take time during the day to read- with the office door open. This action will speak louder than any words to encourage students and teachers to learn.


    ü  Become informed about any programs your school is considering adopting or has initiated. Research them thoroughly and insist that teachers do the same. Avoid the pitfall of adopting silver bullets of educational reform. Easily accessible online resources provide extensive information about any creditable program.


    ü  Attend professional meetings-and tell teachers you are “out learning.”


    ü  Intentionally pursue conversations with other practitioners about the craft of leadership; listen to your colleagues and learn from them. Schedule and commit to these conversations as you would any other appointment.


    ü  Reflect often and deeply about your effectiveness as a principal. View your work through the eyes of those you serve. If those you work with see no congruity between their core values and yours, they will simply wait out your tenure in the building. Teachers stay, but principals move on.


    ü  Show by your actions that growth means more than complying with directives of the central office, the school board, or others. When our professional growth consists of superficial compliance, our teachers will practice without reflection as well. Professional learning communities hold learning and community, not fulfilling a prescribed role, as their primary core values.


    ü  Seek feedback about your work. Ask teachers and others to give you feedback so that you can bring some change to mitigate hurt feelings, confusion, or a mistaken perception teachers had of you that you are unaware of. Teachers have a different perspective on principals’ effectiveness.


    ü  Listen to books on tape or podcasts when driving. Good literature or public media broadcasts broaden our thinking and enrich us.


    School leadership is not our job; it’s our profession. Some see school leaders as a profound calling; for most of us, principalship is at the core of our being and gives meaning to our lives. Surely the work we do calls us to place learning at the heart of our actions.

  2. Inclusive Education in India:Interpretation, Implementation, and Issues

    Inclusive Education in India: Interpretation, Implementation, and Issues   “Ignorance … is a guarantee of marginalisation.” Lewin (2000: 23) In a world where approximately 113 million children are not enrolled in primary school (DFID, 2001), Lewin (2000) highlights the potential for education to reverse the negative effects of social exclusion.... 1

    CELEBRATING THE SCHOOL’S CULTURE     The following activities, projects, events, strategies, or professional development recommendations can be successfully implemented for celebrating the school’s culture and values. A few of the ideas may be right for your school, or We hope, may spark an idea that will strengthen the values essential... Comment
  4. Bus Behaviour

    Bus Behavior Problems on the bus seem to be a major concern kindergarten through high school. Look at the behavior on any bus, anywhere in the world, and you will have a barometer of the development of (or lack of) internalized social skills, life skills, and social interest. How much... Comment

    BRAIN-COMPATIBLE TEACHING PRACTICES (Preparing the student’s mind for learning)   The following 21 brain-compatible teaching practices offer teachers specific strategies to maximize their students’ learning:         Immediately engage the attention of learners when they come into the classroom. The activities need to be of high interest and anchored in... Comment
  6. Question Papers of Board Exam. 2008 and Marking Schemes -CBSE

    Question Papers of Board Exam. 2008 and Marking Schemes Class X QUESTION PAPER Mathematics English Literature Hindi-A Hindi-B Science (Theory) English Communicative  Set-I  Set-2  Set-3 Social Science  Set-I  Set-2  Set-3 MARKING SCHEME Mathematics English Literature Hindi-A Hindi-B Science (Theory) Social Science English Communicative Class XII QUESTION PAPER Accountancy  Set-I  Set-2  Set-3 Political Science  Set-I  Set-2  Set-3 English Core  Set-I  Set-2  Set-3 Economics  Set-I  Set-2  Set-3 Geography  Set-I  Set-2  Set-3 Chemistry  Set-I  Set-2  Set-3 Hindi... Comment
  7. Idea Sheets – creative teaching

    For educators who teach diverse student populations throughout the world, idea sheets and learning kits are ideal.  They deliver a hands-on approach to learning and understanding, using the low-cost materials typically found anywhere, such as tubes, CD cases, fabric, and twine. Just right for teachers on small budgets, and for getting... Comment

SOE Empowering…

Feedjit Widget

Popular Threads

Recent Comments

Receive updates on Facebook .. Click on Like

Follow us!

  • Likes

  • Followers

  • Links

About Us

School of Educators have empowered 5 lac educators  with 1.5 million downloads ( power point presentations, speeches, books, research papers, articles etc. ) of resources with more than 21 million article views in last 3 years for FREE.

Team behind SOE?

Vishal Jain, Deepshikha Singh, Archna Sharma, Rohini Saini, Piyush Kaushik
Follow us: Twitter | LinkedIn | Facebook
Copyright © 2011 School of Educators. All rights reserved.
WP Like Button Plugin by Free WordPress Templates