Avoiding a Rush to Judgment: Teacher Evaluation and Teacher Quality

By: Thomas Toch and Robert Rothman (2008)

Comprehensive methods of evaluating teachers that avoid the typical "drive-by" evaluations can promote improvements in teaching.

Supporting a School-Wide Reading Initiative with Curriculum, Instruction, and Assessment

By: Stan Paine (2008)

How can school leaders support school-wide reading initiatives? Here are keys to leading the way in the areas of reading curriculum, instruction, assessment, and motivation.

What Does the Research Tell Us About Teacher Leadership?

By: The Center for Comprehensive School Reform and Improvement (2008)

This research brief from the Center for Comprehensive School Reform and Improvement looks at what research exists, and what it says about drawing on the skills of experienced teachers to facilitate school improvement.

Instructional Coaching

By: Lucy Steiner and Julie Kowal (2007)

Many school districts have adopted instructional coaching as a model for teachers’ professional development. This brief offers guidance on how school leaders can tailor the most promising coaching strategies to the needs of their schools.

Characteristics of Improved School Districts

By: The Center for Comprehensive School Reform and Improvement (2006)

What are the factors that can improve school districts? This research brief from the Center for Comprehensive School Reform and Improvement reviewed more than 80 research articles that investigated the attributes of schools and districts that have improved over time and found 13 themes or characteristics common to them.

Teach to the Test? Just Say No

By: Craig D. Jerald (2006)

It is possible for educators to make better choices about how and when to teach to the test than the alarmist newspaper articles and editorials would seem to suggest. This article from the Center for Comprehensive School Reform and Improvement aims to help readers think beyond simple compliance with federal law or basic implementation of programs.

School Culture: "The Hidden Curriculum"

By: Craig D. Jerald (2006)

Walk into any truly excellent school and you can feel it almost immediately — a calm, orderly atmosphere that hums with an exciting, vibrant sense of purposefulness. This is a positive school culture, the kind that improves educational outcomes.

Role of Principal Leadership in Improving Student Achievement

By: The Center for Comprehensive School Reform and Improvement (2005)

The most influential educational leaders are the principal and superintendent, and their leadership is inextricably linked to student performance. This article looks at the basics of good leadership and offers practical suggestions.

Principal as Instructional Leader: Designing a Coaching Program That Fits

By: Lucy Steiner and Julie Kowal (2005)

Research shows that effective school leaders focus on improving classroom instruction, not just managerial tasks. A natural way for school leaders to take on the role of instructional leader is to serve as a "chief" coach for teachers by designing and supporting strong classroom level instructional coaching. Here's how to selecting a coaching approach that meets the particular needs of a school and how to implement and sustain the effort.

Getting Parents Involved in Schools

By: The Center for Comprehensive School Reform and Improvement (2005)

Research shows that parent involvement can improve students' behavior, attendance, and achievement. But how can schools foster high-quality, successful parent involvement? The Center for Comprehensive School Reform and Improvement offers some research-based advice and resources to help.

What Principals Can Do to Help Students Become Good Readers

By: Partnership for Reading (2004)

School administrators have a critical leadership role to play in helping students become good readers. This article suggests seven key action steps on how principals and other administrators can create a school framework for success.

On Summer Loss

By: Johns Hopkins University, Center for Summer Learning (2004)

Research demonstrates that all students experience significant learning losses in procedural and factual knowledge during the summer months.

The Six Ts of Effective Elementary Literacy Instruction

By: Richard Allington (2002)

This article by Richard Allington provides a clear-eyed view of what he believes matters most in teaching kids to read – effective and expert teachers.

Elementary Principals' Group Calls for Focus on Leading Instruction

By: Mark Stricherz (2001)

The National Association for Elementary School Principals has released a booklet on what principals should know and be able to do. Learn about their recommendations, including a focus on instructional leadership and six steps to raise test scores.

DOD-Run Schools Cited For Closing Achievement Gaps

By: Debra Viadero (2001)

Schools that serve minority students can learn a lesson from Department of Defense schools, a report by researchers at Vanderbilt University argues. These schools have more effectively closed the achievement gap than their counterparts in the United States.

Roles of the Reading Specialist

By: International Reading Association (2000)

Because reading specialists have advanced degrees in reading, they are in a position to prevent reading failure at their schools. This position statement describes the roles reading specialists can play in instruction, assessment, and school leadership.

Professional Development for Reading

By: Learning First Alliance (2000)

For teachers to help more children learn to read, their own learning must be a valued and integral part of their work. Here are guidelines for the conditions for and content of effective professional development in reading.

The Process of Professional Development

By: Learning First Alliance (2000)

In order to adopt research-based practices for teaching reading, teachers must be supported with quality professional development that helps them develop an extensive knowledge and skills base. This guide, written by Learning First Alliance (an organization of twelve national education associations), calls for changes in the context, process, and content of professional development in reading.

Lessons We Learned in Washington, D.C. Schools

By: Linda Butler (2000)

The NICHD Early Interventions Project was designed to increase reading achievement in nine low-performing schools in the District of Columbia. This article describes the experience of one researcher working with these schools, and makes recommendations for policymakers and administrators.

The Challenges of Learning to Teach Reading

By: Louisa Moats (1999)

Teaching reading is a complex process that draws upon an extensive knowledge base and repertoire of strategies. This article argues that many novice teachers are underprepared to teach reading effectively, and examines some of the reasons why.