Peer Visits and Revisits in the Superintendency

Autor/in	Teitel, Lee
Titel	Peer Visits and Revisits in the Superintendency
Quelle	In: School Administrator, 67 (2010) 10, S.23-27 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	Feedback (Response); Classroom Observation Techniques; Superintendents; Leadership; Educational Change; Educational Improvement; Administrators; School Districts; Accountability; Peer Relationship; Connecticut + Suchen Sie Ihr Suchwort? Schulrat; Führung; Führungsposition; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; School district; Schulbezirk; Verantwortung; Peer-Beziehungen
Abstract	Deep, thoughtful conversations about how superintendents can improve their leadership practice are rare. Those that are anchored in classroom observation data, guided by structured protocols and common understandings of what matters in instruction, and that take place in a collegial atmosphere with high levels of trust and vulnerability are even less common. Yet it is this kind of peer learning in networks that holds the greatest promise for supporting superintendents in leading district improvement efforts. Through a structured network, school district leaders receive critical feedback from colleagues, which enables them to connect classroom observations to leadership practice. The author, an educator at Harvard, describes constructive interactions among peers that take place on a regular basis in one of their schools. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10