This eBook guides school and district leaders on how to create systems of support for teachers and leaders in order to gain traction on their most important priority—improving student achievement.
Today’s teaching candidates have more choice than ever on where they can teach and work. In this hands-on webinar, reflect on how recruiting teachers has radically changed for school districts in the last five years, uncover what candidates are seeking, and discover how a year-round, multi-stakeholder, and multi-channel recruitment system is attracting a new pool of teachers to districts across the country.
Executive Vice President and Superintendent of Schools for ACCEL Schools, Mark Comanducci, details the "culture of coaching" that they've used in his organization to implement school turnaround initiatives. In addition, learn how ACCEL's partnership with Insight provides an external reference point for what high-performing schools look like, along with a thought partner for principals.
Implemented in districts nationwide, STEP is a PLC model that guides educators in identifying the bright spots—assets—that can be leveraged and scaled toward greater improvement and replication.
The Instructional Leadership team is vital to the success of any school improvement initiative. The team is generally made up of administrators, mentor teachers, and teacher leaders who work collaboratively to execute on key goals.
In this eBook, you'll find case studies and guided reflection activities that have been designed to provide opportunities for you to think deeply about coaching in multiple contexts.
In this eBook, you'll find a set of tools designed to help instructional coaches reflect on their personal coaching competencies.
One of the three key levers for school improvement, a strong ILT sets the foundation for successful implementation and support of other key levers for bringing change. To ensure your ILT is successful in its work, here a few potential pitfalls to avoid as you implement your team.
There’s no better time for us to take a look at what systems around the world with similar challenges are doing, see what’s working, what’s not working and create a global networked improvement community to both teach and learn.
Developed by experts with the USDOE's Reform Support Network, this report identified a set of strategic options in the form of policies, processes, and tools for states to employ to address root problems with teacher evaluation system design and implementation.
PLCs have tremendous potential to improve teaching. In PLCs, teachers can work with one another to discover and develop new practices to help their students succeed. Improvement isn't guaranteed, though.
In Mishawaka, Indiana, teachers are excited about a new effort under way to create a “culture of excellence” by identifying and replicating promising practices across their schools—led by them.
Understanding how to increase the return on investment (ROI) on professional development will ensure the spend results in higher educator and student performance or inspire a data-driven change.
While there is plenty of evidence to support the fact that teachers and administrators enjoy participating in PLCs, there is very little real data to show the impact of this participation on teacher and student growth.
Providing teachers with PD and support that actually works is a significant and critically important challenge we must tackle head-on. And the use of technology is starting to show signs of delivering on the promise of truly helping teachers improve their practice.
For years, athletes have been reviewing practice and game tapes to develop strategies and refine techniques. Why? Because video gives coaches and athletes the same thing that all educators want and need: relevant, actionable feedback that improves practices and leads to growth.
This report from USDOE's Reform Support Network summarizes research, lessons, and resources gathered from states, districts and supporting organizations about how states can make observations more meaningful for teachers and observers.
Executive coaching is a critical support lever for school and district leaders. It
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The ICF was developed exclusively by Insight to meet the emerging needs of districts and schools transitioning to College- and Career-Ready Standards. The ICF has been used in districts and schools across the country. It also has been adopted and approved by the State of New Jersey to serve as a district-wide instructional framework.
Through Insight's Empowering Educators to Excel (E3), educators in five small and/or rural districts across four states have formed a groundbreaking networked improvement community (NIC) and receive new levels of support for school effectiveness.
Dr. Pete Leida, assistant superintendent of Colonial School District (DE) and a member of the E3 networked improvement community, shares how not all great teachers want to become administrators but may make great leaders in other roles. Read how Colonial is providing leadership opportunities and options for these educators and building a leadership pipeline to meet a variety of needs.
The Queen Rania's Teacher Academy (QRTA), five Connecticut superintendents, and Insight Education Group have forged a partnership to support practicing public school principals throughout the Kingdom of Jordan.
Syracuse City School District in partnership with Insight Education Group began a district-based academy that helps groom a pipeline of leaders in city schools and has seen how the academy is improving retention among school leaders.
Learn the two questions leaders in Syracuse City School District asked themselves before they started their in-district leadership academies in partnership with Insight.
Learn about a multi-state Networked Improvement Community of school and district leaders working together to bring equity and opportunity to impact student achievement.
School boards can inadvertently fall into common pitfalls that can lead to
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With over 18 years experience in partnering with districts nationwide, Insight can help. Let's set up a time to talk about your district or school's unique situation and priorities.
