This study aims to develop a program on giving effective feedback (GEFP) which is designed to improve principals' feedback capacities that support teachers' in-class teaching and to examine the impact of this program. The program covers leadership, supervision, classroom observation, trust, active listening, feedback and statistical analysis…

How do principal learning opportunities need to change, and who should be leading this change effort? The school district central office plays a vital role in principal learning by providing supervision and support for principals. Just as teachers need ongoing learning opportunities and support from their principals to provide high-quality…

"Supervising Principals for Instructional Leadership" specifies the conditions that district leaders can implement to help principal supervisors take a teaching and learning approach to their work. In particular, Meredith I. Honig and Lydia R. Rainey explore how these supervisors can most effectively support principals in becoming…

As Action Learning has evolved, it has been adapted to promote learning in various contexts. In this account of practice, we share our perspectives as facilitators of the application of action learning principles within Reflective Practice Forums for Mentoring and Coaching Programme Managers. The ethos of action learning was adopted with the…

While often understated, the role of teachers of students with extensive support needs (ESN) requires many activities associated with the concept of teacher leadership. Administrators play a key role in supporting teachers as they perform these essential leadership-oriented activities. In this study, researchers surveyed the engagement and…

This work uses the results of three research studies conducted in southeastern Mexico to identify critical issues for teacher leadership and professionalism. The results indicate that educational reforms during more than twenty years have not always considered the sociocultural and economic context of the schools, nor the preparation needs of the…

This is a conceptual paper which reviewed the role of secondary school heads in curriculum supervision and implementation in Kenya. The main objective is on the process of execution of the curriculum with a particular emphasis on the role of secondary heads in the supervision. The paper highlights the theory which curriculum is grounded and the…

The Wallace Foundation's Principal Supervisor Initiative (PSI) was a four-year effort to redefine principal supervision in six urban school districts. Launched in 2014, the PSI aimed to help these districts transform the principal supervisor position from a role that traditionally focused on managerial tasks to one dedicated to developing and…

Instructional leadership efforts are complicated when leaders and teachers do not share areas of expertise. Leaders work to bridge this divide through a number of approaches, such as collaboration with specialist personnel and the development of leadership content knowledge (LCK). The purpose of this study was to explore the organizational factors…

With an average annual salary of just over $16,000, the work of early childhood education professionals is grossly undervalued and leads to high turnover rates. And yet, the quality and consistency of the care they provide to infants and young children has a lasting impact on their brain development and social-emotional well-being. This article…

The school principal is responsible for transmitting mission, vision, and values in and out the school, with a stronger, clearer emphasis for the success and well-being of students. Competency standard is defined as a guide that names the behaviours expected for the directions to do an effective job in their schools. This article presents the…

The professional identity of school counselors has evolved over time. This article traces the historical context driving this evolution, and suggests it is time for the profession to conjoin the roles of educational leader and mental health professional. This proposal is prompted by heightened awareness of unmet student mental health needs,…

Principals serve as both instructional and administrative leaders in their schools. Their roles and responsibilities vary from managing school compliance issues to facilitating and assisting teachers with their instructional duties. In order to support principals in public schools, district leaders and others are working to build the kinds of…

Reflective supervision is a relationship-based practice that supports the professional development of early childhood practitioners. Reflective supervision helps practitioners cope with the intense feelings and stress that are generated when working with at-risk children and families. It allows them to focus on the purpose and goals of the program…

Principals are being asked to create optimal learning conditions that will "lead to improved results for students, long-term gains in school system capacity, and increased productivity and effectiveness" (RTTT, 2009). The purpose of this study was to examine the professional development offered to and sought by experienced principals and…