Believes that student learning is about what teachers and leaders do or don’t do
Focuses on the impact of teaching on learning
Sets challenging targets to maximize student outcomes
Sees assessment as feedback on adults’ actions
Evaluates every staff member’s impact on student learning
Understands the importance of listening to students’ and teachers’ voices
Creates an environment in which everyone can learn from errors without losing face
Effect size of 0.42
Believing in evaluating one’s impact as a leader: 0.91
Getting colleagues focused on evaluating their impact: 0.91
Focusing on high-impact teaching and learning: 0.84
Being explicit with teachers and students about what success looks like: 0.77
Setting appropriate levels of challenge and never retreating to “just do your best:” 0.57
Questions for the Leader to Answer
What success have I had in creating a climate for quality teaching, and can I provide evidence of creating and valuing discussions among my teachers about their teaching?
How am I creating a safe psychological climate for engagement, for listening, and for developing a can-do climate for teachers and for students?
Do I have high self-efficacy for managing change towards ensuring that quality teaching is the norm of discussion?
How often is teaching the discussion topic in my school?
What do I exclude in order to focus on the important and challenging?
What evaluation models am I constantly promoting to ask the question about whether my school is working toward worthwhile goals?
How successful am I at making parents part of the answer, not the problem, of educational outcomes of my students and teachers?