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Leading Through Windows and Mirrors

A Principal's Reflections

Peer through a window and see who is most responsible for implementing and leading change that results in improved outcomes. When something doesn’t go right or as planned, take a look in the mirror to own the outcome. Do I seek the input of others when making certain decisions? Trust erodes when others are blamed publicly. Brock, S.E.,

Outcomes 463
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Science-backed scalable tools improve student mental health

eSchool News

Additionally, a good universal screening tool is scientifically validated, and they are specific to the age group it is supporting (Glover & Albers, 2007). Similarly, having a sense of belonging in school is shown to support greater college persistence and degree completion (Hausmann, Schofield, & Woods, 2007). References: 1.Albers,

Tools 103
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Charting a Student's Journey: A Guide to Crafting Effective Learning Paths

A Principal's Reflections

2009), researchers found that personalized learning, with a focus on allowing students to set their own pace, led to improved academic outcomes. Research by Hattie and Timperley (2007) suggests that feedback is one of the most potent influences on learning. In a study conducted by Means et al.

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Balance Instruction and Feedback with Blended Learning

Catlin Tucker

Hattie’s and Timperley’s (2007) research on feedback identified it as having a significant impact on student achievement and learning. Not only does dedicating time to giving students feedback improve learning outcomes, but it provides valuable insight into student progress and can result in stronger teacher-learner relationships.

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Much ado about NAEP

Dangerously Irrelevant

But that’s a hard case to make, judging by a 2007 analysis from Gary Phillips, former acting commissioner of NCES. Phillips set out to map NAEP benchmarks onto international assessments in science and mathematics. .

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How to Improve Checks for Understanding

A Principal's Reflections

Regardless of the terminology that is used, virtually every plan follows a format to help achieve this outcome. Hattie and Timperley (2007) identified these phases as feed-up, feedback, and feed-forward. A great deal of time is spent developing and providing feedback on lessons with the goal being student learning.

How To 323
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6 findings to inform your state’s principal preparation

eSchool News

The research finds that the preparation and professional development a school principal receives not only shapes their efficacy as a leader , but are also associated with positive outcomes for teachers and students. . The report updates a prior 2007 study, Preparing School Leaders for a Changing World, led by Darling-Hammond.

Policies 128