There is no evidence to indicate that a process intended to evaluate by placing a word or number on the actions of another is effective in developing capacity or changing practice.
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August 02, 2016
November 19, 2015
Schools need focused leaders who can develop and sustain the coalitions to move a school forward, coalitions within the school and with those outside of school walls both.
June 18, 2015
No matter the intention of the assessment of performance, whether of student, teacher, or principal, the result is an evaluation that is most often received as a judgment of and a stopping place for the evaluated.
April 21, 2015
No longer is it about how one teaches, it is about what children learn. The stakes have changed.
October 16, 2014
Attention must be paid how the leader's heart is developed and shared, the ways in which words are used to communicate and inspire or heal, and the way people feel about the authenticity of the person.
May 12, 2013
How do we place a betrayal of trust in a whole life story? What is the proper balance between punishment and forgiveness?
February 26, 2013
Since the implementation process is well underway, what can we do to be the transformers? How can we use this debilitating opportunity to actually improve our principals and teachers? This is worth doing. If we begin a new process and simply skim over it without honoring its value, its introduction may be accepted, but not attended to. We have to push against our institutional habit of clinging to the old ways.
February 05, 2013
The way a superintendent approaches the evaluation process with principals is the way a principal should at least attempt to approach the evaluation process with teachers. If we approach this evaluation process as a priority and with fidelity, we have the real opportunity to develop our building leaders.