Since today is February 29, I’ll take a timely leap from some of my usual fare to point you to two new podcasts produced by my Education Policy Center friends. In the first, Gina Schlieman explains how school-level autonomy has empowered some positive changes in Britain. In the second, foundation president Tom Kaesemeyer highlighted a program rewarding high-poverty Denver-area schools that are getting good results, and observed that exceptional principal leadership was at the top of the list of common school factors.
Next, a recently published op-ed by Ben DeGrow, who hosted both of the aforementioned podcasts, explains one of the key merits of Colorado’s 2010 educator effectiveness legislation:
Principals as instructional leaders will share accountability with classroom teachers for promoting student growth, which must make up at least half of educator evaluations.
In an unusual step, legislators and Governor Hickenlooper recently ratified some of the details for the state’s coming new educator evaluation system. It’s by design, not by accident, that the policy holds principals to similar standards as teachers. Such a system gives school instructional leaders more reason to retain or remove teachers based on their professional effectiveness at helping students learn. Will it be perfect? No. Are there any devils in the details? Maybe. But I’ll do my part to keep things focused in the right direction. Continue Reading »