In this webinar, Dr. Stephanie Hirsh, Executive Director of Learning Forward, presented the research on effective PLCs and shared her experiences in creating, assessing, and leading PLCs. This Q&A addressed questions participants had for Dr. Hirsh following the webinar. The webinar recording and PowerPoint presentation are also available.

Purpose: The purpose of this paper is to present the author's commentary on the special issue of "Journal of Educational Administration" entitled "Systemwide Reform: Examining Districts under Pressure". Design/methodology/approach: In framing her reflections, the author has looked across the five articles in the special issue,…

It is clear that school leaders recognize that there has been substantial change in the types of technology available to young people today, most of which adults feel less comfortable about than they do. However, when they are probed further, they come to recognize that it is not just technology that has changed, but pretty much everything else…

As accountability standards, litigation, and societal challenges confront school leaders, commitment to core values is essential. Effective principals communicate and share critical decision making with their communities. Each decision can accelerate or hinder academic achievement. Being able to make sound decisions is a key quality of a…

This article presents an interview with Jay McTighe, an educational author and consultant. In his conversation, McTighe discussed best ways to find out how well students are learning and the evidence of understanding that teachers and administrators must see. He also talked about the five steps to support appropriate assessments. These steps…

This article argues that the work of school principals in South Africa is shaped by two major sets of constructs or "landscapes": the literature on leadership and management which provides particular constructions of the field and its changes; and the terrain of new policy frameworks adopted after apartheid to transform the education…

This article will argue that diverse national, regional and local contexts leave different rooms for manoeuvre for school principals. The social technologies applied by the authorities (like accountability systems) can be "tight" or "loose" and so leave little or much room for principals' interpretations of what a good school…

Current federal policies have changed leadership practices in schools and ushered in an era of public accountability for the educational performance of all students, including students who have disabilities. In this discussion, a former special education director reflects on changes in professional practice and comments on the administration of…

The article addresses teacher retention challenges employers are experiencing in the quest to effectively meet standard human resource management practices. The quality of the employer-employee relationship forms the foundation upon which effective management practices thrive. Teachers who remain in education value students and their personal…

Coke (2005) argues that vertical cooperative learning is needed between elementary and secondary school teachers. While this would help with the transition between grades and subjects, it is dependent upon school principals to implement these cooperative learning meetings. Drawing upon prior experience, the author advocates that pre-service social…

The role of the principal is a complex one, tied to shifts in the school population and changing public demands. This article takes a look at the future of the principalship. (Author)

Argues that even though flawed, value-added assessment of student achievement can revolutionize the way public schools hire, promote, and compensate teachers, and the way schools are governed and managed. Draws parallels with measuring productivity in private industry. Asserts that providing better education, not ensuring teacher justice, is the…

Argues that effective school leadership is key to implementing reform policies. Describes two unintended consequences of "A Nation at Risk" report: Increased resistance to change by school establishment and the proliferation of federal education programs. Sees several positive reform initiatives in No Child Left Behind Act such as…

Focuses on top-down administered accountability systems designed to drive the system toward higher student achievement. Warns that school-based accountability systems should be used with caution: using individual schools as the primary unit of accountability can create negative incentives for teachers and principals to avoid schools with…

Reports the results of a study of principals as middle managers. Concludes that middle managers should enjoy privileges commensurate with their professional stature, be held accountable for their clear responsibilities, and be evaluated according to well-understood and accepted criteria. Recommendations are offered. (Author/WD)