Summer Planning to Strategically
Transform Classroom Instruction
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Dear Colleagues,
Introduction
This is the first
in a five-part Blog Series on what schools can do right now to
strategically prepare for the coming new school year in the areas of:
·
Quality Instruction,
·
Discipline and Classroom Management,
·
Multi-tiered Services and Supports,
·
Staff Cohesion and Collaboration, and
·
School Climate and Student Engagement.
These are five core
areas that are most-predictive of effective schools with strong and sustained
student academic and social, emotional, and behavioral outcomes.
While some may say—here
in June as the current school year sunsets:
“It’s time for
vacation.”
Truly, right now, for
effective schools:
“It’s time for
preparation.”
And this preparation
centers around the question:
“Will your district, school, or educational organization be
ready, come August, to (a) extend its strengths, (b) address its weaknesses, and
(c) close its gaps, as it (d) (re)positions its staff and acquires the needed
resources to move to the next level of excellence?”
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Prologue: A (Past) Tale of Two Needy Middle
Schools
As the school year drew to a close and the echoes of
graduation ceremonies faded into summer quiet, two middle schools in the same
district found themselves standing at critical crossroads. Both Jackson and Roosevelt
Middle Schools had concluded the academic year grappling with remarkably
similar challenges that are all too familiar in today's educational landscape:
Declining student attendance and engagement across the
grade levels, Inconsistent academic productivity with dramatic differences from
classroom to classroom, and Learning outcomes that were well short of both
state standards and community expectations.
The Spring assessment data reinforced the troubling
stories: Failing reading comprehension scores, mathematics achievement with
persistent and concerning gaps, and climate surveys revealing disconnected students
who felt unprepared for High School.
Teachers reported frustration with classroom
management issues, inconsistent implementation of curricular standards, and the
persistent feeling that—despite their best efforts—they weren't reaching all
students effectively.
As the summer “break” began, the leadership approaches
at these two schools diverged dramatically, setting the stage for vastly
different outcomes when students returned in August.
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At Jackson Middle School (a pseudonym), the Principal and
her School Leadership Team (SLT) and others engaged in a series of
research-based school transformation
actions. Two days after the last day of school, the SLT—including assistant
principals, committee co-chairs and department heads, the guidance counselor,
special education teachers, and general education representatives from each
grade level—began an intensive analysis and strategic planning process for two
full weeks.
During these two weeks, they objectively and systematically
analyzed grade-level and student subgroup data and artifacts from the school’s
Data Dashboard—completing a forensic analysis that identified pivotal problems
and their root causes.
They also examined (a) classroom observation data—looking
for patterns in instructional effectiveness, student engagement strategies, and
classroom management approaches; and (b) lesson plans, assessment practices,
and other evidence of successful differentiated instruction. These analyses were
completed at the individual teacher, grade level, and academic department
levels.
By mid-June, clear patterns emerged. Some teachers
consistently produced strong student outcomes through engaging instruction and
effective classroom management, while others struggled with fundamental
pedagogical practices. Some grade-level teams collaborated effectively to
support student learning, while others functioned more as isolated collections
of individual teachers. The analysis also revealed that instructional support
staff—special education teachers, reading specialists, and counselors—were working
hard, but not always in coordination with classroom instruction.
Armed with this comprehensive data-driven analysis,
Jackson Middle School’s SLT developed targeted Action Plans that extended
throughout the summer months. With previously-secured funding, intensive sessions
began to implement the Action Plans, focusing on design and implementation, and
professional development and staff learning. In addition, mentoring
partnerships pairing highly effective teachers with colleagues needing specific
support were established, creating vehicles for ongoing collaboration and
growth for the new school year. Finally, a comprehensive onboarding process for
the school’s new hires—and all other untenured staff—was prepared and scheduled
for the entire school year, beginning with the new-school-year orientation.
The SLT also created detailed plans to align the
curriculum, recognizing that scattered instructional approaches were
contributing to inconsistent student outcomes. Monthly virtual check-ins occurred
with all staff throughout July, balancing the need to maintain connection and build
momentum while simultaneously respecting everyone’s need for some summer downtime.
By the end of June, Jackson Middle School had
established clear goals, allocated resources strategically, and created the accountability
systems needed to sustain its planned improvement efforts. This proactive
approach positioned Jackson Middle for meaningful improvements that would extend
far beyond surface-level changes.
When school reopened, staff returned with increased
confidence, enhanced skills, and layers of collaborative support systems.
Students encountered more engaging instruction, clearer expectations, and
educators who were prepared to facilitate their success. The investment in the comprehensive
summer planning and implementation process created the momentum that drove
improvements in classroom instruction, student achievement, and school climate during
the subsequent academic year.
_ _ _ _ _
In stark contrast, Roosevelt Middle School's Principal
and SLT, despite facing the same challenges as those in Jackson Middle School,
decided to postpone any comprehensive strategic planning until the traditional
three pre-service days in August. Their collective reasoning reflected common,
but counterproductive, thinking: That (a) staff needed a complete mental break
from school-related work; (b) summer planning would interfere with colleagues’ vacation
time; and (c) intensive preparation could wait until everyone returned
refreshed and ready to work in August.
This laissez-faire approach ignored decades of
research on change implementation and professional development effectiveness. The
belief that meaningful school improvements could be designed and implemented in
the short and intense August pre-service days reflected a fundamental
misunderstanding of how complex educational systems transform. Indeed, the
decision to wait until August left Roosevelt Middle School with virtually no
time to collect and analyze the needs assessment data and information—that Jackson
Middle School evaluated in June—much less develop and begin to implement
strategic Action Plans to drive school improvements.
This approach resulted in (a) generic—rather than
incisive—professional development during the new school year; (b) inadequate
time to build strong, collaborative staff relationships, and the shared
understanding needed to implement new practices effectively; and (c) a “build
the airplane in the air while flying” mentality that undermined the deep
learning required to meaningfully change the school’s instructional practices.
Given all of this, Roosevelt Middle School's teachers
and other staff entered the new school year with the same knowledge, skills,
and resources they left with in June. Moreover, the planning, discussions, and
change strategies that were delayed until August were seen as additional
burdens, rather than exciting opportunities for growth. As a result, staff
experienced implementation anxiety, rather than confident anticipation, and
they started the year in a reactive, rather than a proactive, mode.
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The Characteristics of Effective Classroom Teachers
While both
Jackson and Roosevelt Middle Schools needed to address all five of the
school improvement characteristics that this five-part Blog Series will address
(i.e., Quality Instruction, Discipline and Classroom Management, Multi-tiered
Services and Supports, Staff Cohesion and Collaboration, and School Climate and
Student Engagement), we have to start somewhere.
And there is nowhere
better to start—relative to both research and practice—than effective,
high-quality classroom instruction. . .
Decades of rigorous
educational research—involving longitudinal studies, meta-analyses, and
comprehensive reviews of effective practice, have identified remarkably
consistent patterns among teachers who reliably produce strong student outcomes
across all grade levels, demographic contexts, and academic subject areas.
Understanding these research-validated characteristics enables school leaders
to make informed decisions about hiring, professional development, and the support
systems needed to for ongoing teacher evaluation and pedagogical growth.
Supported by
observations, interactions, and evaluations from this past school year (and
earlier, as needed), School Leaders right now should functionally assess
every one of their instructional and support teachers—returning this coming
school year—comparing them to the effective teaching characteristics below.
Anchoring these assessments should be the outcomes of the students taught by
each respective teacher.
The results of this
analysis will help School Leaders plan and implement the strategic activities
needed—starting this Summer—to (as above) bring their school (and instructional
staff) to the next level of excellence. . . and the next level of proficiency
for all of the students that they teach.
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The Core Characteristics of Effective Teachers
Based on the
decades of rigorous educational research above, the core characteristics of
effective teachers are:
·
Strong Content Knowledge and Pedagogical
Expertise. Effective teachers demonstrate a deep, nuanced understanding of
their subject matter that extends far beyond basic curriculum standards or requirements.
This isn't simply knowing content
or procedures; it is understanding the conceptual frameworks, historical
development, and interconnections within their disciplines. For example, elementary
teachers should possess the comprehensive knowledge of literacy development,
mathematical concepts, scientific inquiry, and social studies themes. Secondary
teachers should demonstrate sophisticated understanding of their specialized
content areas.
Equally important is pedagogical
content knowledge—understanding how to make subject matter accessible to
diverse learners. Effective teachers know which concepts students typically
find challenging, what misconceptions commonly arise, and which instructional
strategies work best for different learning objectives. They understand
developmental progressions and can sequence learning experiences, building
systematically toward individual student mastery. This expertise enables them
to provide clear explanations, design meaningful activities, and adapt
instruction based on student responses.
Critically, pedagogical research
demonstrates that content knowledge alone is insufficient relative to
instructional excellence. Teachers must also understand how students learn
specific subject matter. The most effective teachers continuously expand both
their content knowledge and their understanding of effective pedagogical
approaches, staying current with developments in their fields while refining
their instructional practices.
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·
High Expectations Coupled with Appropriate
Support. Effective teachers maintain rigorous academic standards while
providing the scaffolding, differentiation, and support necessary for success
for every student’s learning approach and needs.
This characteristic reflects a
fundamental belief that all students can achieve at high levels, especially
when instruction is effectively differentiated and students are strategically
grouped according to the material and their skills. Effective teachers don't
lower expectations for students facing challenges; instead, they intensify
support and modify approaches to help students reach ambitious goals.
High expectations manifest in
multiple ways: Challenging assignments that require critical thinking,
consistent accountability for quality work, and a refusal to accept inadequate
effort as satisfactory. These expectations, however, are accompanied by
systematic support structures. Effective teachers provide clear rubrics, model
expected performance, offer multiple opportunities for practice and revision,
and create classroom environments where a student’s struggle is viewed as a part
of learning, rather than evidence of inability.
Research shows that the combination
of high expectations with appropriate support produces significantly better
outcomes than either component alone. Teachers who maintain high standards
without adequate support foster student frustration and learned helplessness.
Teachers who provide systematic support without challenging expectations limit
student growth and achievement.
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·
Systematic Use of Data to Inform Instruction.
Effective teachers are sophisticated consumers of multiple forms of student
data, going far beyond standardized test scores to include formative
assessments, observational data, student work analysis, and informal feedback. Understanding
that data collection without analysis and action is meaningless, they develop
systematic approaches for gathering, interpreting, and responding to
information about student learning.
These teachers use pre-assessments
to determine whether students have the prerequisite skills to begin new
instruction, formative assessments to monitor progress during scaffolded
learning lessons, and summative assessments to evaluate mastery and plan next
steps. They also analyze student work samples to identify patterns of
understanding and misconception, adjust pacing and emphasis based on evidence
of student needs, and provide targeted interventions for students requiring
additional support.
Most importantly, effective
teachers involve students in data analysis and goal-setting, helping learners
to understand their own progress and take ownership of their growth and
accomplishments. This creates a classroom culture where data is viewed as
helpful information rather than judgmental evaluation, motivating students to
self-assess and to actively seek improvement.
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·
Consistent Classroom Management and Positive Climate/Relationships.
Effective teachers create learning environments that are both structured and
supportive, with clear expectations and procedures that enable learning while facilitating
positive student connections and relationships. Their classroom management is
proactive rather than reactive—preventing problems through good planning, early
responses, and relationship-building interactions, rather than responding to
disruptions after they occur.
These teachers establish, teach,
and reinforce clear routines and procedures that students understand and
follow, creating predictable environments where learning routinely and
organically occurs. They communicate expectations clearly, model appropriate
behavior, and provide consistent feedback about both academic and behavioral
performance. Most importantly, their classroom management is based on respect
and relationship, rather than power and control.
Research reinforces that effective
classroom management is inseparable from good instruction. Teachers who engage
students in meaningful learning activities experience fewer behavioral
problems, while those whose lessons lack purpose or appropriate challenge often
struggle with management issues regardless of their disciplinary procedures.
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·
Continuous Reflection and Professional Growth.
The most effective teachers are perpetual learners who regularly examine their
practices, seek feedback from multiple sources, and actively pursue
opportunities for professional growth and improvement. They view teaching as a
complex craft requiring ongoing refinement rather than a set of skills mastered
once and applied repeatedly.
These teachers engage in systematic
reflection about their instructional practices, student outcomes, and
professional interactions. They seek feedback from colleagues, administrators,
students, and parents, using this information to identify areas for improvement
and growth. They participate actively in professional development
opportunities, join professional organizations, and pursue additional training
and education relevant to their work.
Dedication to continuous growth
also involves staying current with educational research, trying new
instructional strategies, and adapting practices based on data that validates their
effectiveness. Effective teachers are willing to abandon comfortable but ineffective
practices in favor of approaches that better serve student learning, even when
change requires significant effort and risk-taking.
_ _ _ _ _
·
Effective Communication and Collaboration.
Outstanding teachers understand that education is fundamentally a collaborative
enterprise requiring strong partnerships with colleagues, families, and support
staff. They communicate clearly and frequently with all stakeholders, sharing
information about student progress, classroom activities, and learning goals in
ways that build understanding and support.
With colleagues, effective teachers
participate meaningfully in team meetings, share resources and strategies, and
contribute to school-wide improvement efforts. They seek advice from more
experienced educators while offering support to newer teachers—creating
cultures of mutual assistance and shared responsibility for student success.
Family communication is
particularly important, with effective teachers maintaining regular contact
that goes beyond crisis situations. They provide frequent updates about student
progress, suggest ways families can support learning at home, and respond promptly
to parent questions and concerns. These teachers understand that strong
home-school partnerships significantly impact student achievement and work
intentionally to build these relationships.
_ _ _ _ _
·
Cultural Responsiveness and Equity Focus.
The most effective teachers understand and value the diverse backgrounds,
experiences, and perspectives their students (and colleagues) bring to
learning.
They recognize that cultural,
socioeconomic, religious, gender-identity, and other differences are assets
rather than deficits, and they integrate this understanding into building
positive and respectful classroom climates and interactions. They also adapt
their instruction accordingly to connect with students' prior knowledge and
experiences, while expanding their horizons.
Culturally responsive teaching
involves understanding how culture influences learning styles, communication
patterns, and family expectations. Effective teachers learn about their
students' communities and backgrounds, incorporate diverse perspectives into
their curriculum, and create inclusive classroom environments where all
students feel valued and respected.
This work also requires attention
to equity and social justice, ensuring that all students have access to
high-quality instruction and support regardless of their backgrounds or
circumstances. Effective teachers advocate for their students, challenge biases
and stereotypes, and work to eliminate barriers that prevent some learners from
achieving their potential.
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All of these
characteristics manifest differently across grade levels while maintaining
their essential integrity. Elementary teachers might emphasize
relationship-building and foundational skill development—using more concrete
examples and providing extensive scaffolding for developing learners. They
often serve as primary adult figures in students' school lives, requiring
particular attention to social-emotional support alongside academic
instruction.
Middle school
teachers face the unique challenge of working with adolescents who are experiencing
significant social, emotional, and developmental changes. Effective middle
school teachers combine high academic expectations while understanding the psychoeducational
impacts of adolescence—creating learning environments that are both challenging
and supportive. They often work in interdisciplinary teams, requiring strong
collaboration skills and flexibility in coordinating trans-disciplinary curricula.
High school
teachers typically focus more intensively on subject-matter expertise and
preparing students for college and/or career post-secondary success. However,
the most effective secondary teachers still maintain strong relationships with
students and provide appropriate support while preparing them for increased
independence and responsibility.
Regardless of grade
level, all effective teachers share fundamental commitments to student
learning, professional growth, and collaborative practice. They understand that
teaching is complex work requiring ongoing attention to both content expertise
and pedagogical skill, and they approach their work with a combination of
confidence and humility.
_ _ _ _ _
When completing the
recommended year-end audit of their current staff—using the characteristics above
as a guide—administrators and other educational leaders in a school should
gather evidence from multiple sources over an extended period of time. The most
comprehensive evaluations include classroom observations, student outcome data,
peer and student feedback, parent communication records, evidence of
professional growth activities, and artifacts demonstrating collaborative
practice.
In the end, three
clusters of teachers can be identified:
·
Teacher Leaders—Accomplished. Teachers
demonstrating consistent, high levels of competence across most of the characteristics
above can be considered content, instructional, and/or organizational leaders
in the school. . . and potential committee chairs, Leadership Team members,
professional development presenters, and coaches or mentors for other colleagues.
·
Teacher Leaders—Progressing. Teachers
showing strength in some areas and needed growth in others are progressing—with
time, targeted professional development, and support—toward higher levels of professional
teaching proficiency. These individuals are “on-track,” and represent a core
strength of any school.
·
Teacher Leaders—Emerging. Teachers
lacking proficiency in many of the characteristics above may simply represent
newer, alternative certification, or less-well-prepared teachers who need more
seasoning and coaching. Or, they may involve teachers who have received—but not
responded to—previous support and mentoring. The former group may need a
systematic, structured professional development process. The latter may require
intensive intervention, or may need assistance transitioning out of the
profession.
Ultimately, the
results of these analyses—now in June—can help drive the strategic decisions
and Action Plans that result in key teacher-instruction activities—this summer and
in preparation for the new school year—that help Accomplished Teachers to
serve, Progressing Teachers to advance, and Emerging Teachers to improve.
_ _ _ _ _ _ _ _ _ _
Characteristics of Effective Teaching Teams
While guaranteeing
the instructional excellence of all individual teachers is essential to school
success, teachers also naturally work in departments, grade levels, teams,
committees, and other formal and informal groups.
Thus, knowing the characteristics
of effective teaching teams and then evaluating the quality of a school’s most
pivotal teams is critical in June so that needed adjustments can be made for
August and September.
The evolution from
isolated classroom practice to professional collaboration occurs by design, not
chance. Indeed, effective teaching teams differ fundamentally from informal
teacher groups. While traditional teacher interactions often focus on sharing
resources, commiserating about challenges, or coordinating logistics, research-proven
collaborative teams engage in systematic strategies focused on improving
instruction and student outcomes.
The development of
effective teaching teams requires intentional leadership, dedicated time, and
clear protocols for collaboration. Schools that simply assign teachers to teams
without providing training, time, and support systems rarely see meaningful improvements
in either collaboration or student outcomes. However, schools that invest in
developing truly effective teams often experience transformational changes in
professional culture and educational effectiveness.
The core
characteristics of effective teaching teams include:
·
Shared Vision and Collective Responsibility
for Student Success. The foundation of effective teaching teams is a
collectively developed and deeply held belief that all team members share
responsibility for the success of every student they serve, not just those
assigned to individual classrooms. This represents a fundamental shift from
traditional concepts of teacher autonomy and individual responsibility toward
collaborative accountability for shared outcomes.
Shared vision development involves
extensive dialogue about beliefs, values, and goals relative to student
learning. Effective teams spend significant time early in their development discussing
their beliefs about how students learn, what constitutes academic and
social-emotional success, and how their collective efforts can support improved
instructional and student outcomes.
Collective responsibility manifests
in multiple ways: Teams analyze all students' data together, share strategies
for supporting struggling learners, and celebrate improvements regardless of
which teacher's classroom produced the gains. When students experience
difficulties, the team approaches it as a shared challenge requiring
collaborative rather than individual teacher problem-solving. This collective
approach often results in more creative and effective solutions while reducing
the isolation that many teachers experience when facing challenging situations.
Research demonstrates that teams
with genuine shared vision and collective responsibility produce significantly
better student outcomes than groups of individually-skilled teachers working alone.
The synergy created through truly collaborative approaches enables teams to
accomplish more than the sum of their individual efforts.
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·
Regular, Focused Collaboration Time with
Clear Protocols. Effective teaching teams require dedicated, protected time
for meaningful collaboration, along with structured protocols that ensure this
time is used productively. Random or sporadic meetings rarely produce
significant improvements in instruction or student outcomes, regardless of
participants' good intentions and professional commitment.
Regular collaboration means
consistent, frequent meetings scheduled at times when participants can focus
fully on the work without competing demands. Weekly meetings are typical,
though some teams meet more frequently for specific purposes. The key is consistency
and predictability, allowing teams to build momentum and maintain a laser focus
on improvement goals over time.
Focused collaboration, then,
requires clear agendas, defined outcomes, and systematic protocols or rubrics
to examine student work, analyzing assessment data, and planning lessons
collaboratively, or addressing specific student needs. Effective teams use
protocols that structure their conversations, ensuring that discussions remain
productive and outcome-oriented rather than devolving into complaint or
superficial sharing sessions.
Critically, teams that meet
regularly but lack focus often become frustrated and abandon collaborative
efforts. Those using structured protocols resulting in meaningful student and
staff outcomes maintain and extend their commitment, momentum, and
productivity.
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·
Data-Driven Decision Making and Transparent
Sharing of Results. Outstanding teaching teams make extensive use of
multiple forms of data to guide their instructional decisions and measure their
effectiveness. This goes far beyond looking at standardized test scores once or
twice yearly to include the systematic collection and analysis of formative
assessment data, student work samples, observational information, and other
indicators of learning progress.
Effective instruction-focused teams
develop shared assessments that enable them to compare student performance
across classrooms, identify effective instructional strategies, and target
areas needing additional attention. They create common rubrics for evaluating
student work, ensuring consistency in expectations and providing opportunities
to calibrate their judgment about student performance levels.
Perhaps most importantly, these
teams transparently share results, including both successes and areas of needed
improvement. This requires high levels of trust and professional maturity, as
team members must be willing to acknowledge when their students aren't
achieving desired outcomes, and to accept constructive assistance from
colleagues. Teams that create cultures of openness and mutual support often
solve problems more quickly and effectively than those where teachers feel
pressured to appear successful regardless of actual student outcomes.
Data-driven decision making also
involves using evidence to modify instructional approaches, adjust pacing and
emphasis, and design targeted interventions for students needing additional
support. Teams that collect data but don't act on findings rarely see
improvements in student outcomes. Those that systematically adjust their
practices based on evidence experience continuous improvement in their
effectiveness.
_ _ _ _ _
·
Complementary Skills and Distributed
Leadership. The most productive teaching teams intentionally develop and
utilize the diverse strengths that different members bring to their
collaborative work. Rather than assuming all team members contribute equally in
all areas, effective teams identify individual expertise and create structures
for sharing and building on these strengths.
Complementary skills might include
specialized knowledge in areas like technology integration, differentiated
instruction, behavior management, assessment design, or family engagement. Some
team members might excel at data analysis, while others have particular gifts
for creative lesson design or relationship building with challenging students.
Effective teams inventory these strengths and create opportunities for members
to learn from each other.
Distributed leadership means that
different team members take leadership roles based on their expertise and the
team's needs rather than relying on a formal hierarchy or seniority. The
teacher with the strongest technology skills might lead efforts to integrate
digital tools, while the colleague with extensive assessment knowledge guides
the team's work on developing common measures. This approach maximizes the
team's collective capacity while providing professional growth opportunities
for all members.
Distributed leadership also
involves rotating team-facilitation responsibilities, sharing accountability
for team outcomes, and ensuring that all voices are heard in decision-making
processes. Teams that rely too heavily on single leaders often struggle when
those individuals are absent or leave, while those with shared leadership
functions maintain effectiveness even when membership changes.
_ _ _ _ _
·
Open Communication and Constructive Conflict
Resolution. Effective teams create cultures where honest dialogue about
student needs and instructional practices is not only acceptable, but expected.
This requires moving beyond surface-level politeness and platitudes, to candid and
sophisticated root cause analysis critiques resulting in decisive actions that
drive improvement.
Open communication involves sharing
both successes and failures, asking for help when needed, and offering feedback
to colleagues in supportive but honest ways. Team members feel comfortable
admitting when they don't understand something, acknowledge when their students
aren't achieving desired outcomes, and request specific assistance from
colleagues with relevant expertise.
Effective teams also know how to constructively
resolve conflict as meaningful collaboration inevitably involves disagreement
about instructional approaches, student needs, resource allocation, and other
important issues. Effective teams develop skills and protocols for addressing
these disagreements professionally, focusing on student outcomes rather than
personal preferences or territorial concerns.
This work requires establishing
clear norms for communication, training in collaborative and conflict
resolution skills, and creating safe environments where team members can take
risks and make mistakes without fear of judgment or retaliation. Teams that
suppress conflict often make poor decisions based on artificial consensus. Those
that engage in destructive conflict waste time and energy that should be focused
on student learning.
_ _ _ _ _
·
Continuous Learning Orientation.
Outstanding teaching teams approach their work with humility and curiosity,
recognizing that improving instruction and student outcomes requires ongoing
learning and adaptation. They actively seek new knowledge, pilot innovative
practices, and learn from both successes and failures in systematic ways. They
are dedicated to life-long learning is a lifelong process and work to
continuously improve their practice to better serve those they teach.
Continuous learning involves
staying current with educational research, participating in professional
development opportunities, and seeking input from external sources of
expertise. Teams might engage in book studies, attend conferences together,
invite consultants to provide specialized training, or participate in networks
of similar teams facing (or overcoming) similar challenges.
These teams also engage in action
research, systematically testing new approaches and collecting evidence about
their effectiveness. They document their experiments, analyze results honestly
and objectively, and adjust their practices based on what they learn. This
creates cycles of continuous improvement that enable teams to become
increasingly effective over time.
_ _ _ _ _
·
Systems Thinking and Coordination.
Effective teaching teams understand that their work lives within a series of
larger systems, and that they need to coordinate with other teams, departments,
and school-wide initiatives. They avoid the isolation that can develop when
teams lose sight of broader organizational goals and requirements become they
have become too internally focused.
Systems thinking involves
understanding how their students' experiences connect across different
classrooms, grade levels, and subject areas. Elementary teams consider how
their work prepares students for middle school expectations, while secondary
teams coordinate to make sure that students receive coherent, transdisciplinary
experiences rather than isolated silos of disconnected single-subject lessons.
Effective instructional teams also
align their work with school-wide improvement goals, district initiatives, and
state standards, ensuring that their collaborative efforts support rather than
compete with broader organizational objectives. They communicate regularly with
other teams and participate meaningfully in school-wide professional
development and planning activities.
_ _ _ _ _
Effective
instructional teams demonstrate their collaborative success by documenting, for
example, improvements in members’ instruction, the generation of shared
resources and strategies, and more coordinated approaches to supporting student
needs. They maintain their focus on student learning and proficiency while
building and sustaining their positive relationships, interactions, and
professional growth. Less effective teams often struggle with unclear purposes,
inadequate time allocation, or interpersonal conflicts that interfere with
their work, while ineffective teams may meet regularly but produce no
meaningful changes in instruction or student outcomes.
As discussed in the
first section of this Blog on effective classroom teacher expectations, the
characteristics of effective teams—while maintaining their essential
elements—are modified to account for students’ psychoeducational differences
from elementary to middle to high school. Moreover, evaluations of team success
are based not just on student outcomes, but on multiple group process
indicators—for example, high quality meeting agendas and minutes, shared assessments
and root cause analyses, team meetings and decision-making processes, and
effective collaboration and conflict resolution.
While the time and
training investment required to develop truly effective teaching teams is
significant, research consistently demonstrates that schools with strong
collaborative cultures experience improved teacher retention, enhanced job
satisfaction, and most importantly, better student achievement across all
demographic groups and achievement levels.
Reinforcing the
theme of this Blog Series, school leaders and leadership teams need to take the
time now—in June—to evaluate the most-pivotal teams in their schools against
the characteristics of effective teaching teams above. These evaluations can
then be folded into the strategic decisions, Action Plans, and summer
activities needed for individual teachers in this instructional area as an
additional layer of preparation for the coming school year.
_ _ _ _ _ _ _ _ _ _
Characteristics of Effective Instructional/Intervention
Support Staff
Effective teachers
and teaching teams still are not enough for complete instructional success in a
school. Schools must be fully committed to providing students with multi-tiered
services, supports, and/or interventions for academically struggling and/or
behaviorally challenging students. This involves, for example, intervention
specialists, special education teachers, counselors and school psychologists,
media and technology specialists, and other related services professionals.
Historically, the
landscape of student support services has transformed from primarily a remedial
pull-out model toward an integrated problem-solving, consultation, multi-tiered
intervention model that supports both students and teachers in general and
special education settings. Indeed, the research reveals that effective
instructional support and related service professionals play critical roles in a
school’s prevention and early through intensive intervention continuum that
supports diverse learners. These roles include collaborative consultation, coaching,
and systems-level intervention—in addition to direct student services.
Given the depth and
breadth of these roles, it is essential for schools to understand the core
characteristics of effective instructional/intervention support staff.
These
characteristics include the following:
·
Systems Perspective and Collaborative
Consultation Skills. The most effective support staff understand that their
work occurs within a complex educational system, and that collaborative
approaches maximize the capacity of this system. Rather than functioning as
isolated specialists who address problems after they occur, these professionals
work proactively to strengthen systems and support teachers in preventing
difficulties even as they are ready to provide strategic and intensive
interventions when needed.
A systems perspective here involves
understanding how various factors—instructional practices, behavior support
systems, family engagement, school climate, and community resources—interact to
influence student outcomes. Effective support staff analyze problems from
multiple angles, considering academic, behavioral, social-emotional, and
environmental factors that might contribute to student difficulties. They avoid
simplistic cause-and-effect thinking in favor of comprehensive ecological
approaches that simultaneously address multiple contributing factors.
Collaborative consultation skills
enable support staff to work effectively with general education teachers,
sharing expertise in ways that build teacher capacity rather than creating
dependency. This might involve co-teaching arrangements, instructional coaching,
collaborative problem-solving processes, or professional development. The goal
is to empower teachers to more effectively meet diverse student needs while
maintaining access to specialized support when required.
Effective consultation requires
strong interpersonal skills, cultural sensitivity, and the ability to
communicate complex information in accessible ways. Support staff must build
trust with colleagues, demonstrate respect for teachers' professional
knowledge, and provide practical assistance that enhances, rather than
complicates, instructional practices. They also need skills in facilitating
change while minimizing resistance, as their work often involves helping
teachers modify previously-established (but unsuccessful) practices and adopt
new approaches.
_ _ _ _ _
·
Evidence-Based Practice Implementation and
Fidelity Monitoring. Outstanding support staff stay current with research
in their specialized fields, implementing interventions known to be effective
for the populations they serve. This involves continuous professional learning,
critical evaluations of new approaches, and the systematic implementation of
validated practices. This does not involve relying on tradition,
intuition, or popular trends that lack empirical support.
Evidence-based practice
implementation requires more than simply knowing which interventions work. It
involves understanding how to adapt research-validated approaches to local
contexts while maintaining the essential elements that make them effective.
Support staff must consider factors like student characteristics, available
resources, staff capacity, and organizational culture when selecting and
implementing interventions.
Fidelity monitoring is also
essential as even the most effective interventions will fail if implemented
incorrectly or inconsistently. Effective support staff develop systems for
tracking implementation quality, for determining when adjustments are
necessary, and for ensuring that interventions are delivered as intended over
time. This might involve creating implementation checklists, conducting peer
observations, collecting student progress data, and maintaining documentation
of service delivery.
These professionals also understand
the importance of sustaining the integrity of effective interventions even when
enthusiasm wanes or competing demands arise. Effective support staff build the systems
and provide the ongoing support that maintain intervention quality over
extended periods, recognizing that long-term success requires implementation
supports that extend past the initial training.
_ _ _ _ _
·
Cultural Competence and Stress-Informed
Approaches. Effective support staff possess a deep understanding of how
cultural factors, socioeconomic circumstances, and emotional home and school
experiences influence student learning and behavior. They recognize the
interdependence between academic and social, emotional, or behavioral problems,
and that these may reflect cultural mismatches, economic stress, or responses
to adverse experiences—rather than intrinsic student deficits that require
remediation.
Cultural competence involves more
than an awareness of different ethnic or linguistic backgrounds. It includes an
understanding of how different forms of diversity—including socioeconomic
status, family structure, religious beliefs, sexual orientation, and community
characteristics—influence student experiences and educational needs. Effective
support staff adapt their approaches based on cultural considerations while
avoiding stereotypes or assumptions about student capabilities.
Stress-informed approaches
recognize that many students have experienced (or are experiencing) stressful
or traumatic events that interfere with their ability to engage, learn, and
behave in typical ways. Rather than viewing challenging behaviors as willful
defiance or academic struggles as laziness, support staff complete assessments
to determine the presence and impact of these events. They then, as needed, implement
practices that promote safety, trustworthiness, collaboration, and empowerment
while avoiding approaches that might re-traumatize students.
This work also involves helping
general education teachers understand the cultural and emotional factors that
influence student behavior and performance. Support staff provide professional
development, consultation, and ongoing coaching to help teachers create
inclusive, sensitive learning environments that support all students' success
regardless of their backgrounds or experiences.
_ _ _ _ _
·
Strong Communication and
Relationship-Building Skills. Perhaps no characteristic is more essential
for support staff than the ability to communicate clearly with diverse
audiences while building positive relationships with students, families,
teachers, and administrators. Support staff often serve as bridges between
different constituencies in a school or school community and, thus, they require
sophisticated interpersonal skills and cultural sensitivity.
Communication with students
requires age-appropriate language, cultural responsiveness, and the ability to
establish trust and rapport with learners who may have experienced multiple
disappointments or challenges in school, with peers, at home, and across their
communities. Effective support staff create safe environments where students
feel comfortable sharing their experiences and concerns while maintaining
appropriate professional boundaries.
Family communication presents
unique challenges, as support staff often work with families who are experiencing
stress relative to their children's academic or behavioral difficulties.
Effective professionals communicate with empathy and respect, provide clear
information about student needs and available services, and avoid jargon or condescending
or patronizing attitudes. They understand the family dynamics, cultural
considerations, and economic constraints that influence families' ability to
participate in school activities or implement recommendations at home.
Professional communication with
teachers and administrators requires different skills, including the ability to
share expertise without appearing superior, to provide feedback in constructive
ways, and to collaborate as equal partners in assessment, problem-solving, and
intervention processes. Support staff must navigate potentially sensitive
situations where their recommendations might conflict with existing practices
or challenge established assumptions about student needs or capabilities.
_ _ _ _ _
·
Data Collection and Analysis Expertise.
Effective support staff are sophisticated consumers and producers of data—understanding
how to collect, analyze, and interpret multiple forms of information in ways
that guide service delivery and measure intervention efficacy. This expertise
extends far beyond standardized test administration to include behavioral
observations, progress monitoring, functional assessments, and qualitative data
collection methods.
These professionals understand the
importance of collecting baseline data before completing assessments or
implementing interventions. They focus on measuring progress accurately and making
objective, data-based decisions about continuing, modifying, or discontinuing
specific approaches. They also collect data systematically and frequently,
using valid decision-making criteria to make timely adjustments—rather than
waiting for “standard” implementation timeframes to elapse.
Data analysis skills also include
understanding how to statistically analyze collected data, to accurately interpret
assessment results, and to communicate findings clearly to different audiences.
Support staff must translate complex data into actionable recommendations for
teachers, understandable reports for families, and documented evidence for
administrative and legal purposes.
Most importantly, effective support
staff involve students and teachers in data review processes, helping them to understand
progress patterns and to participate in goal-setting and intervention planning
and modification. This collaborative approach builds capacity and ownership
while ensuring that services remain focused on meaningful outcomes rather than abstract
compliance.
_ _ _ _ _
·
Professional Growth and Knowledge/Skill Currency.
Given the rapid evolution of research and practice in specialized fields,
effective support staff maintain a commitment to ongoing professional learning
and skill development. They participate actively in professional organizations,
pursue continuing education opportunities, and stay current with developments
in their areas of expertise.
Professional growth involves more
than accumulating continuing education credits. It includes critical evaluation
of new research, reflection on effective practice, and a willingness to modify
approaches based on evidence and experience. Effective support staff seek
feedback from colleagues, students, and families, using this information to
identify areas for improvement and growth.
This characteristic also involves
sharing knowledge with colleagues through presentations, mentoring
relationships, and collaborative projects. The most effective support staff
view themselves as both learners and teachers, contributing to professional knowledge
while continuously expanding their own understanding and skills.
_ _ _ _ _
·
Maintaining a Prevention-Focused, Solution-Driven
Mindset. Outstanding support staff emphasize proactive, preventive
approaches rather than waiting for problems to reach a crisis level before
intervening. They understand that early identification and intervention are
more effective and efficient than remedial approaches, and they work to
identify systemic changes that can prevent problems from developing.
A focus on prevention involves
analyzing patterns in referral data, academic outcomes, and behavioral
incidents to identify contributing factors that might be addressed through
environmental modifications, instructional improvements, or systems-level
interventions. Rather than simply responding to individual student needs,
effective support staff work to create conditions that support all students'
success.
A solution-driven mindset means
focusing on student strengths and capabilities rather than deficits and
problems. While acknowledging the real challenges that students face, effective
support staff frame their work in terms of what students can accomplish with
appropriate support rather than the limitations that constrain their potential.
This approach influences goal-setting, intervention planning, and communication
with all stakeholders.
_ _ _ _ _
Once again, as
discussed in the sections on effective classroom teachers and instructional
teams, the characteristics of effective support staff will be adjusted for
elementary versus secondary settings. . . and staff evaluations should be based
on multiple indicators and assessment approaches. School leaders and leadership
teams need to take the time now—in June—to evaluate their support and related
services staff against the characteristics above, and the results should be
integrated into the strategic decisions, Action Plans, and summer activities
recommended above.
Effective support
staff share commitments to collaborative practice, evidence-based intervention,
and student success. They understand that their specialized knowledge is most
powerful when applied through partnerships with general education teachers, and
their approaches are consistent with and add value to other systemic
initiatives. While student outcome data provide important information about
intervention and support staff effectiveness, these outcomes are not entirely
in these (or other staff’s) direct control. What these staff do control are
their collaborative practices, participation in professional development, and their
contributions to school-wide improvement efforts.
Less effective
support staff may provide adequate direct services, but they may struggle with
collaboration, fail to connect their work to broader school goals, or become
overwhelmed by competing demands.
The investment in
developing highly effective support staff pays dividends throughout educational
systems, as these professionals often serve as catalysts for broader
improvements in instructional practices, inclusive environments, and
comprehensive approaches to student success.
_ _ _ _ _ _ _ _ _ _
A Call to Action: Strategic Implementation for
School Leaders
The earlier discussions
of the characteristics of effective classroom teachers, instructional teacher
groups, and support and related services staff, respectively, provide school
leaders with research-proven templates to use to evaluate the strengths,
weaknesses, gaps, and needed changes for these groups to best prepare for the
coming new school year.
After completing
their assessments, the next critical challenge for administrators and other
school leaders involves translating the findings into strategic actions that produce
measurable improvements in teaching effectiveness and student outcomes.
These actions
involve decisions related to hiring new staff and, potentially, re-configuring existing
staff and teams for success. Other actions involve professional development
activities, team development initiatives, and the (re)building of support
systems to create synergy rather than competing demands on staff time and
energy.
The summer months
represent a unique and invaluable opportunity for teachers and other staff to
engage in the kind of reflective analysis, strategic planning, and skill
development that directly translate into enhanced classroom effectiveness when
students return. Professional development, staff planning and discussion, and other
scaffolded activities during the Summer allow staff to work proactively—thoughtfully
designing improvements without the immediate pressures of daily instruction and
classroom management.
Research on teacher
preparation and professional development consistently indicates that educators
who engage in specific, purposeful summer activities demonstrate significantly
stronger student outcomes, greater professional confidence, and enhanced job
satisfaction when the new school year begins. These studies show that this sustained
preparation time enables staff to integrate new learning, develop comprehensive
plans, and build the resources necessary for effective implementation.
In order to
maximize success here, we recommend the following Summer approaches by School Leaders:
·
Focus on building understanding, enthusiasm, and
commitment for improvement efforts. Summer sessions should be strategic and
supportive rather than overwhelming or punitive.
·
Begin by transparently sharing the needs assessment
results discussed above. These results should be presented in ways that honestly
acknowledge both strength and growth areas. Frame challenges as opportunities
for collective improvement rather than criticisms of individual performance. Emphasize
shared responsibility for student success and professional growth.
·
Provide individualized feedback based on
assessment findings, but focus on support and development rather than
evaluation or criticism. Teachers identified as highly effective should receive
recognition and leadership opportunities. Those needing improvement require
specific, actionable guidance and resources for growth.
·
Offer differentiated professional development
opportunities that address the varied needs identified through the needs
assessments. Rather than requiring all staff to participate in identical
activities, create multiple pathways that enable staff to focus on their
specific growth areas while contributing their strengths to support colleagues.
·
Share resources, celebrate successes, and
provide updates about preparation activities that demonstrate administrative
commitment to improvement efforts.
·
Most importantly, use the summer sessions to
establish clear expectations and vision for the coming year. Help staff
understand how assessment results inform improvement priorities, and how their individual
growth contributes to collective success. This creates anticipation and purpose
rather than anxiety about change implementation.
_ _ _ _ _ _ _ _ _ _
Summary
A May 30, 2025 article
in Learning Forward (“Investing in principals in these areas offers big
returns”) identified the following leadership practices demonstrated by
effective principals.
They:
·
Lead their own learning and contribute to a
culture of collaboration in their schools.
·
Become stronger instructional leaders by
developing one-one-on and team coaching skills.
·
Effectively manage school resources
strategically.
·
Improve school culture and productive teacher
collaboration through empowered leadership.
In the
teacher-instructional area, this Blog provided a “Summer Roadmap” toward these
practices.
Returning to our Prologue
regarding the Jackson and Roosevelt Middle Schools. . . the contrast between
proactive summer preparation and reactive August planning represents far more
than a scheduling preference. Indeed, it embodies fundamentally different
approaches to educational leadership and improvement—differences that research
consistently shows produce dramatically different outcomes for students,
teachers, and entire school communities.
The comprehensive
frameworks presented in this Blog provide school leaders with the criteria
needed to conduct meaningful assessments of teaching effectiveness,
collaborative team function, and support service integration, respectively. These
assessments, however, are only powerful when coupled with strategic
implementation planning that translates findings into targeted improvements in
classroom instruction and student outcomes.
Schools that invest
their summer months in deep analysis, strategic planning, and systematic
preparation create (or sustain) the momentum needed for (continued) transformational
change. Schools that postpone this planning until the final days before school
opens most often find themselves trapped in reactive cycles that perpetuate
existing challenges rather than addressing underlying causes.
Our review showed the
overwhelming evidence. Effective teachers, collaborative teams, and integrated
support staff share identifiable characteristics that can be assessed,
developed, and supported through systematic approaches.
·
Effective teachers demonstrate strong content
knowledge, maintain high expectations with appropriate support, use data to
inform instruction, manage classrooms effectively, pursue continuous growth,
communicate and collaborate skillfully, and respond to cultural diversity—creating
learning environments where all students can succeed.
·
Effective teaching teams that share vision and
responsibility, collaborate regularly with clear protocols, make data-driven
decisions, utilize complementary skills, communicate openly, pursue continuous
learning, and think systemically—producing significantly better outcomes than
collections of individual teachers working in isolation.
·
Effective instructional and related services support
staff maintain a systems perspective, implement evidence-based practices,
demonstrate cultural competence, communicate effectively, analyze data
expertly, pursue professional growth, and focus on prevention and solutions—contributing
not only to individual student success but to school-wide improvements in
climate and achievement.
These
characteristics provide precise targets for summer professional development,
hiring decisions, and ongoing support systems that enable schools to move
beyond hope-based improvement. . . toward the systematic enhancement of
educational effectiveness. Schools that use summer months for reflection,
planning, resource development, relationship building, and skill enhancement
enter the new school year with confidence and purpose rather than anxiety and
uncertainty.
The call to action
here is both urgent and achievable.
Educational leaders
must choose between preparation versus procrastination, between systematic
improvement versus wishful thinking, between investing in summer planning versus
accepting the status quo. Continuing with traditional approaches that have
produced current challenges virtually guarantees another year of similar
outcomes, missed opportunities, and unrealized student potential.
The choice is
clear, the time is now, and the tools for transformation are available for the
School Leaders ready to commit to the demanding, but rewarding, work of
systematic school improvement.
_ _ _ _ _
Our Improving
Education Today Podcast Joins the Better Education (BE) Network
of the Top Education Podcasts in the U.S.
This past month, we
announced that our Podcast . . .
Improving
Education Today: The Deep Dive
with popular AI Educators, Davey Johnson and Angela Jones. .
. has joined the Better Education (BE) Network of the top podcasts in
education in the country!
This means that our Podcast is now
available not just on Spotify and Apple, but also on Overcast, Pocket Casts,
Amazon Music, Castro, Goodpods, Castbox, Podcast Addict, Player FM, and Deezer.
Here's how you can sign up to
automatically receive each new episode:
_ _ _ _ _ _ _ _ _ _
LINK HERE: Improving Education Today: The Deep Dive | Podcast on
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Dive | Podcast on Apple Podcasts
LINK HERE for All Other Platforms: Improving Education Today: The Deep
Dive | Podcast on ELEVEN More Podcasts
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Twice per month, Davey and Angela
summarize and analyze the “real world” implications of our Project ACHIEVE
bi-monthly Blog messages—adding their unique perspectives and applications on
their relevance to you and our mission to: Improve Education Today.
These Podcasts address such topics as:
(a) Changing our Thinking in School Improvement; (b) How to Choose Effective
School-Wide Programs and Practices; (c) Students’ Engagement, Behavioral
Interactions, and Mental Health; and (d) Improving Multi-Tiered and Special
Education Services.
Davey and Angela have also
created a Podcast Archive for all of our 2024 Blogs (Volume
2; see below), and the most important 2023 Blogs (Volume 1; see also below).
They will continue to add a new Podcast
each time a new Project ACHIEVE Blog is published.
Many districts and
schools are using the Podcasts in their Leadership Teams and/or PLCs to keep
everyone abreast of new issues and research in education, and to stimulate
important discussions and decisions regarding the best ways to enhance student,
staff, and school outcomes.
If you would like
to follow up on today’s Blog or Podcast, contact me to schedule a free one-hour
consultation with me and your team.
I hope to hear from
you soon.
Best,
Howie
_ _ _ _ _ _ _ _ _ _
[CLICK HERE to read this Blog on the Project
ACHIEVE Webpage]
[To listen to a synopsis and analysis of this Blog on
the “Improving Education Today: The Deep Dive” podcast on the
BE Education Network: CLICK HERE]
