If ever there was a year to prioritize and lean in on principal support to lead learning, this is it. Candice McQueen, CEO for the National Institute for Excellence in Teaching, shares three actions principals and their supervisors can take to strengthen instructional leadership.

Professional learning "should be a joy," the authors write, "not an affliction." Feedback experts Brookhart and Moss show how professional feedback can best motivate educators to learn. Professional conversations should be dialogs between the teacher and the principal, and feedback should feed teacher professional learning…

Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

An examination of the roles and responsibilities of instructional supervisors reveals that there are--or should be--two distinct positions: the administrative instructional supervisor, and the consultative instructional supervisor. (Author/MLF)

Supervisors should be responsible for long-range instructional planning, monitoring planned changes in programs, program evaluation and experimentation of new instructional ways. (Author/AF)

To help teachers solve their problems, supervisors must first deal with problems inherent in the helping relationship. (Author)

Supervisors daily face the dilemma of authority. As middle-management personnel, they have two commitments: to the achievement and survival concerns of educational organizations, and to human concerns that revolve around the feelings, worth, and independence of human beings. (Author)

Article gives 5 steps as beginning measures to construct a responsible and responsive frame of reference for supervisory services in approaching educational innovations. (GB)

Several studies indicate the use of supervisors and consultants is effective when there is close contact with teachers in task oriented situations. (Author/RK)

Twelve samples of teachers' contradictory expectations that create a no-win situation for supervisors. (Author/MLF)

Discusses the role of instructional leaders and suggests resources that can aid leaders in enhancing learning. (JG)

The task of the supervisor is to help the reading teacher learn and use tactics and strategies for improved questioning of students. (Author)

The Conference Category System (CCS) is a systematic and practical approach for supervisors to use in identifying and analyzing their behavior in conferences with teachers. (Author/MLF)