Teachers crave yet rarely receive qualitative performance feedback. Though student feedback has been studied, we know little about what kinds of feedback are useful to teachers for improving practice. This study begins to address the need in research on the nature of feedback teachers receive from classroom observations as well as on how teachers…

Educational evaluation (Ed Eval) and professional learning communities (PLCs) are two of the nation's most predominant approaches to widespread instructional improvement. Yet key attributes of these reform initiatives are too often experienced by teachers as burdensome, or even detrimental, rather than helpful. The authors of this article contend…

To meet the constantly changing needs of schools and diverse learners, educators must frequently monitor student learning, revise curricula, and improve instruction. Consequently, it is critical that careful analyses of student performance data are ongoing components of curriculum decision-making processes. The primary purpose of this study is to…

This statewide study examined the relationships between principal managerial, instructional, and transformational leadership and student achievement in public high schools. Differences in student achievement were found when schools were grouped according to principal leadership factors. Principal leadership behaviors promoting instructional and…

In this article, the authors discuss the characteristics and outcomes of a secondary-postsecondary collaborative professional development project. This project was initiated to address the issue of students' difficulties transitioning from secondary mathematics to postsecondary courses. Key characteristics include a climate of mutual respect, the…

The thrusts are to require evidence of acquisition of basic skills, institute programs for all students, hire additional reading personnel, institute viable inservice programs for teachers and administrators, solicit community support, and initiate management systems with provisions for options and alternatives. (Author/IRT)

By way of seven imperatives the author defines the problems of instructional leadership and suggests methods of melioration. (Editor)

For principals to help teachers improve the quality of their instructions, this author suggests that judgmental attitudes must be completely eradicated. In the place of evaluation, non-directive supervisory conferencing is suggested. This article describes the technique. (Editor)

The evaluation report, when properly integrated into a growth-oriented teacher evaluation system, can be a powerful force that helps promote instructional improvement. Such reports serve various functions, including meeting legal requirements, communicating and reinforcing the principals' vision, determining minimal competence, and providing…

The series of statements here concern the administrator's role in improving instruction. Each of them is stated as a proposition that can be argued endlessly; the author is prepared to do exactly that, he says, but not in this article. (Editor)

Those who supervise teachers are in an excellent position to influence the learning experiences of many youngsters, believes this educator. Supervisors who give thoughtful and constructive guidance can improve the school for students and teachers alike. (Editor)

Principals, this author says, must allow teachers to appraise themselves. Introducing teachers to observation systems and inviting them to participate will give them the impetus to improve their teaching through increased self-knowledge. (Editor)

Describes a program in a Maryland high school where teachers set and evaluate their instructional goals at the beginning and end of the school year. (MD)

Author feels that there has been considerable over-emphasis on instructional leadership and that improving learning should be the goal. (GB)