Improving Student Learning One Principal at a Time

Improving Student Learning One Principal at a Time

Improving Student Learning One Principal at a Time

Improving Student Learning One Principal at a Time


This book's breakthrough approach to supervision, built on the Teaching Schema for Master Learners introduced in the ASCD best-seller Improving Student Learning One Teacher at a Time, is a simple way to help teachers make the right adjustments in curriculum, instruction, assessment, and feedback--the four areas of practice that make the most difference in how learners learn.

Here you'll find clear, practical guidelines designed to complement and enhance your school's existing observation and evaluation models. Jane E. Pollock and Sharon M. Ford explain how to

• Focus classroom observations and feedback on the critical classroom decisions that promote meaningful, lasting learning.

• Guide teachers toward the most effective curriculum, teaching, assessment, and feedback strategies for each stage of the lesson.

• Support teachers' efforts to align the plan book and the grade book for better instructional decisions and higher student achievement.

Along with these research-based recommendations, the book also features the voices of working administrators who share the difference this approach has made for them, their teachers, and their students. You too may find it's the tool you've been looking for to revitalize yourself as instructional leader, shift your focus from inspecting teaching to improving learning, and build a more positive and more successful school.


Horace knows that the status quo is the problem. Only by examining the
existing compromises … and moving beyond them to better compro
mises, can one form a more thoughtful school. and only in thoughtful
schools can thoughtful students be hatched

Theodore R. Sizer, Horace’s School

Layne parmenter, principal of urie elementary school in lyman, wyoming, sent Jane E. Pollock, one of this book’s authors, an e-mail that read as follows:

Thanks for working with our teachers last week on lesson planning and
research-based instructional strategies. They liked the lesson planning
schema—the way of organizing instruction by deliberately targeting how
to strengthen feedback to students in order to markedly improve their
performances on district curriculum standards.

Say, I was thinking that maybe you have some ideas about conferencing
with teachers before and after I observe their classes. I use the district
evaluation forms and procedures, of course, but speaking honestly, these
forms and procedures don’t really help me, as a school supervisor, discuss
how a teacher should teach better so that students will learn better. I’ve
been so busy with all of my other administrative “duties as assigned” that I
have not developed a good way to communicate instructional suggestions
specifically about learning and not just about the teaching.

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