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Mentoring Matters for Assistant/Associate Principals and Deans: April 2019

Leadership-life Fit—Self-care for a Better Fit 

 

Prioritize these 3 practices to enhance your leadership-life fit!

 

Brain-aligned Strategies: Addressing the Emotional, Social, and Academic Health of all Students 

 

Dr. Lori Desautels explains the neuroanatomy of students who have experienced trauma and provides free access to her eBook packed with strategies to support these and all students in priming their brains for learning.  

Access the eBook

 

Supporting Your Millennial Teachers 

 

Who are your millennial teachers and what kind of support do they want and need? This infographic provides a snapshot of their career development needs.   

 

A Tribute to the Difference APs Make 

 

In this blog from NASSP, a former assistant principal turned principal pays tribute to assistant principals as true difference makers! 

 

Addressing Teacher Performance Issues 

 

How do you respond to teacher performance issues? Where might you look to grow as an evaluator?  Pete Hall contrasts four approaches to responding to poor teacher performance with one preferred and productive style.   

 

Though we may bemoan the fact that not all teachers enter their classrooms and implement the high-effect size instructional strategies to which we’ve introduced them during our professional learning, we as building leaders have a responsibility to address the performance of a struggling teacher. Our students depend upon us to ensure a quality teacher in every room. 

 

Hall contrasts four ineffective approaches with a style that has impact. For greatest impact, he suggests:

 

  1. Establish a clear understanding of what high quality teaching and learning look like (rubrics are especially helpful here to show a progression). Use available resources (videos, classroom observations, etc.) to ensure the struggling teacher shares your vision for highly effective teaching.

  2. Give frequent, descriptive, and focused feedback. Visit the teacher’s classroom often and gather evidence of performance based upon the descriptors you noted in the rubric or through your clarification of expectations. Share your observations face-to-face, at least initially. Be sure to schedule visits and follow up chats, so you both protect that time.

  3. Name any concern/s. Hall advises to use these words: "I have a concern with your performance." Be specific—use the rubrics and reference your conversation about expectations. Make sure the teacher understands that you will be holding him accountable for improvment and determine together what steps he is going to take to improve. A helpful go-to line is: Help me understand... (why you chose... your perspective... the difference between what we discussed in terms of expectations and what happened...). Listen!! 

  4. Offer consistent support and resources. High expectations and support go hand-in-hand. Be sure you provide both!

  5. Connect the teacher to resources. Be specific—whether it’s an article to read and process with a teacher leader during a designated time, or whether it’s an offer to hire a sub so the teacher can observe a classroom with an instructional coach. It’s the teacher’s responsibility to access and utilize the resources. Schedule specific check-ins to discuss progress and next steps as well as to answer any questions. Give the teacher time and space to improve.

  6. Trust the process. Professional learning takes time (theory, demonstration, collaboration, practice, coaching), so you may need to repeat these steps of the intervention cycle. Of course, if no progress is made after an appropriate amount of time, you will need to work within your HR policies to release the teacher.

 

To explore the four approaches and gain insight as to your own style, read the full article in Educational Leadership.

 

Monthly checklist

These lists are intended as a guide—we encourage you to process in your mentor-mentee team to identify other items that may need your attention!