5 ways to build trust as a supervisor
One of the very robust conversations we’ve been having in our district has to do with the principal’s role as a supervisor of instruction, and the part this plays in framing relationships in our building. (View original post here)
In British Columbia, we are lucky to have strong Leadership Standards for school administrators. These standards have recently undergone revision, and in the spring we started a closer examination of these. One of the domains is Instructional Leadership, which is often the focus of principals’ growth plans. (After doing the self assessment, I completed my own growth plan, which is a requirement for all administrators in our district)
For many of us, we’ve come from a long career of teaching and we’re in our positions because we know that role. It’s been part of our career to develop our pedagogy, work as a collegial team, and perhaps be teacher leaders in this area.
But now, as administrators, our role has changed. We need to manage the tension that comes from being responsible for the quality of teaching and learning, and for continually building relationships with our staff. (My growth plan includes the goal of; Ensure Teaching and Learning Conversations occur on a regular and ongoing basis.) As instructional leaders, sometimes that means having
In British Columbia, we are lucky to have strong Leadership Standards for school administrators. These standards have recently undergone revision, and in the spring we started a closer examination of these. One of the domains is Instructional Leadership, which is often the focus of principals’ growth plans. (After doing the self assessment, I completed my own growth plan, which is a requirement for all administrators in our district)
For many of us, we’ve come from a long career of teaching and we’re in our positions because we know that role. It’s been part of our career to develop our pedagogy, work as a collegial team, and perhaps be teacher leaders in this area.
But now, as administrators, our role has changed. We need to manage the tension that comes from being responsible for the quality of teaching and learning, and for continually building relationships with our staff. (My growth plan includes the goal of; Ensure Teaching and Learning Conversations occur on a regular and ongoing basis.) As instructional leaders, sometimes that means having
