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October 16, 2018

Data Doesn't Have to Be a Dirty Word

Every teacher wants his/her students to be successful and chances are, each teacher is doing so much already with the information he or she has to make that happen. As team leaders, we want to help our teachers leverage the information they have to create the most targeted and effective instruction possible, not just to do better on tests, but to be better learners throughout their lives.

October 09, 2018

Without Follow-Up, There Will Be No Follow-Through

A new initiative is coming. This is nothing new. As a matter of fact, starting new initiatives is completely commonplace. As soon as an area of need is identified, we find a solution and start at it. It starts with an informational email and perhaps even a professional learning session or two. When ...

October 02, 2018

Co-Planning and Co-Teaching to Focus on My One Thing

My one thing is to make sure that I get into at least one class a week, to model and participate in the learning that I hope and expect throughout our department. Students must be engaged. Teachers must be providing constant feedback and gathering data about what students are learning and adjusting along the way.

September 27, 2018

Improve Your Practice With Daily Reflection

After I do my reflection, I always make sure to make an action plan. It's not enough to think about how things went or question, I have to try to change what I am doing. This takes a deliberate effort and finding the right strategies to grow. Reflection is a huge part of my educational diet and it has made me a better person, mother and educator.

September 20, 2018

Find and Expose Your Blind Spot as a Leader

Honestly, while I was reading and then subsequently doing the activity to figure out what I wanted to commit to, I struggle mightily with selecting one thing that I really wanted to work on. In many ways, my ego got in the way of my ability to really drill down, but as I started to think about what stung the most from last year's experiences, it was my own inability to get past insecurities and trust myself the way that I do in the classroom. Ultimately, this lack of confidence made difficult conversations one of the weak points in my leadership arsenal and it is so important.

September 13, 2018

From #Attentive to #Commitment, This Year's #OneWord

Each year we must consider what we have worked on and make a decision on a new focus that builds on what came before. This year, my #oneword is commitment; what's yours?

September 06, 2018

The Start of Year Two as a New Leader: The Training Wheels Are Officially Off

Last year I worried about every decision I made, reaching out to someone before I decisively made any movement - at least at the beginning. This year, I am clear on what we are doing and I'm sending a focused message to all I speak with and I look forward to our first department meeting where we can start to zero in on the work.

July 24, 2018

Writing a Flexible Curricular Map to Ensure Student Voice is Heard

Learning is deeply personal and engaging when done right, and every school can be developing lifelong learners by setting up expectations that involve student and teacher participation.

May 29, 2018

Teachers Require Timely Feedback If You Want Them to Improve

Admin, spend time setting goals with your teachers. Agree upon what they want to work on and then visit frequently, looking for the specific areas the teachers set goals on. Provide them feedback beyond "that was good". Try to be specific in where they are applying strategies and if they aren't applying any strategies, provide some for them or put them in touch with another teacher who does it well already who can help.

May 27, 2018

Know and Embody Your Educational Philosophy

Guest Post by Barbara Silkes George Matthew Adams, a popular newspaper columnist at the turn of the 19th century, once said,  "Every one of us, unconsciously, works out a personal philosophy of life, by which we are guided, inspired, and corrected, as time goes on. It is this philosophy by which...

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The opinions expressed in Work in Progress are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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