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DeLong, Douglas J. – Principal Leadership, 2008
Having professional learning communities in place enables teachers and staff members to provide targeted assistance to students who need it. This article discusses Chardon (Ohio) High School's professional learning community program which provides time and support for students and teachers. Through the program, the teachers meet every week during…
Descriptors: Professional Development, Teacher Collaboration, Resource Allocation, Educational Strategies
Hubbuch, Chris; Stucker, Keelie – Principal Leadership, 2012
Five years ago, Excelsior Springs (MO) Middle School set a new vision for its future. That marked the beginning of the school's work as a professional learning community (PLC) and has changed its focus and how it measures success. One component of Excelsior Springs's vision is safety: "developing and maintaining a welcoming, orderly, and…
Descriptors: Stakeholders, Professional Development, Zero Tolerance Policy, School Culture
Sieveke-Pearson, Starla – Principal Leadership, 2010
Being an assistant principal can be difficult, but using a professional learning community (PLC) to explore and capitalize on the aspects of the job that give one energy can help. The author shares her experience in serving as an assistant principal in a suburban school district in Colorado that supports the professional learning and growth of…
Descriptors: Assistant Principals, Professional Development, Interprofessional Relationship, Communities of Practice
Fisher, Douglas; Everlove, Sandi; Frey, Nancy – Principal Leadership, 2009
At Hoover High School in San Diego, California, the hard work of learning and refining teaching practices began and continues through professional learning communities (PLCs). The teachers and administrators see PLCs not simply as another reason to attend meetings, but as a means of engaging with their colleagues about the implementation of a…
Descriptors: Educational Change, Teaching Methods, Communities of Practice, Literacy
Umphrey, Jan – Principal Leadership, 2013
Matthew R. Willis, an assistant principal at William C. Hinkley High School in Aurora, CO, is the 2013 NASSP/Virco National Assistant Principal of the Year. In this interview with "Principal Leadership," he is asked to relate what he believes are his largest accomplishments in his role as assistant principal at William C. Hinkley. He…
Descriptors: Assistant Principals, Administrator Role, Dual Enrollment, Justice
Principal Leadership, 2013
Commitment to one another, determination to prove stereotypes wrong, and a strong belief in the power of education are the core values at San Ysidro High School in San Diego, California. The school serves 2,364 students in one of the poorest communities in the country. The community celebrates its predominately Mexican-American heritage and…
Descriptors: High Schools, Poverty Areas, Urban Areas, Urban Schools
Benigni, Mark D.; Miller, Bruce A. – Principal Leadership, 2010
Public schools must be the catalyst for achieving equity in education. Real equity is not simply achieving equality or about ensuring that everyone gets the same resources and receives the same instruction. Equity is about ensuring that all students get what they need to be successful. Fairness is not providing the same resources, instruction, and…
Descriptors: Public Schools, Equal Education, Professional Development, Communities of Practice
Hirsh, Stephanie; Hord, Shirley M. – Principal Leadership, 2008
One of the most powerful ways for principals to extend their learning is to participate in professional learning communities (PLCs), forums that are explicitly designed to convene educators for learning so that students perform at higher levels. Principals can use PLCs to their professional advantage in two significant ways: (1) by participating…
Descriptors: Student Improvement, Instructional Leadership, Principals, Academic Achievement
Mero, Dianne; Hartzman, Marlene – Principal Leadership, 2012
The 2012 MetLife Foundation-NASSP Breakthrough Schools are outstanding examples of how determined and focused leaders create and sustain school improvement. The schools are places of strategic decision making where dedicated adults demonstrate their conviction that every student can and will achieve. Each of the schools demonstrates the efficacy…
Descriptors: Educational Environment, Educational Change, Educational Improvement, Improvement Programs
Cohen, Maureen – Principal Leadership, 2012
Many school leaders seek new strategies from their colleagues and education literature on how to develop and sustain a positive school culture where students feel safe and are able to reach their greatest potential in academic achievement. Leadership books focus on strategies of building professional learning communities and developing capacity…
Descriptors: Academic Achievement, Leadership, Values, Educational Change
Rourke, James; Hartzman, Marlene – Principal Leadership, 2009
In 2005, Loris (SC) High School was ranked near the bottom of all high schools in South Carolina. The newly appointed principal, Trevor Strawderman, had been the school's assistant principal. He knew that literacy presented the biggest challenge at Loris: 74% of the students in 9th and 10th grade were reading below grade level. Because of the low…
Descriptors: Principals, High Schools, Academic Achievement, Exit Examinations
Principal Leadership, 2011
Schools that break through the cycle of low student performance may look different to outsiders; however, when the processes underlying the improvements are examined, collaboration, personalization, and a focus on instruction always emerge as the keys to the newfound success. The principles of these core areas are fundamental to creating a school…
Descriptors: Graduation Rate, Graduation, Academic Achievement, Educational Environment
Martin, Deb; Martin, Josh – Principal Leadership, 2010
Campuses are often in flux. When school leaders seek immediate solutions for problems, the status quo gives way to the next big thing. The new program brings excitement and hope yet some anxiety as teachers scramble to learn and apply it successfully. In a few short months, however, when things are not working quite as they should, teacher resolve…
Descriptors: Professional Development, Instructional Leadership, Pedagogical Content Knowledge, Reflective Teaching
Principal Leadership, 2013
In 2003, Southmoreland was a seventh- and eighth-grade junior high school in the warning category under NCLB for failing to make adequate yearly progress. Scores on state tests were grim--only 39% of the students were proficient or advanced in math and 55% in reading. Two years later, the combined improvement in reading and math scores resulted in…
Descriptors: Middle Schools, Instructional Leadership, Principals, High Achievement
Principal Leadership, 2013
Gervais High School--with a senior class of 80 and a total enrollment of 337--may be small in size compared to its neighbors, but it has demonstrated over the last four years the ability to think big in pursuit of excellence. A decade ago, Gervais had a well-earned reputation in Oregon's Willamette Valley as a drug-ridden, gang-infested school…
Descriptors: High Schools, High School Students, Secondary School Teachers, School Turnaround
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