RSA # 1 How Do Principals Really Improve Schools?

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    DuFour and Mattos (2013) explains the ineffectiveness of tougher teacher evaluations and the positive effect of Professional Learning Communities (PLC). The article mentions that the "Rise to the Top" initiative requires schools to use research-based strategies, however, the strategies that are being mandated have constantly proven to be ineffective. On the other hand, research has proven that PLC's are the way to improve student performance and achievement.
     DuFour and Mattos (2013) discuss that teacher quality is one way to improve student achievement but that comes with tougher teacher evaluations, however, in order for teacher evaluations to be effective two conditions must exist but rarely do. The first is that educators need to know how to improve student learning but have not been sufficiently motivated to do so. The second is that principals must have the time and expertise to improve teacher's professional practice by observing that teacher in the classroom. The article also discusses that merit pay is not necessarily helpful considering that many educators already work tirelessly and wholeheartedly for the success of their students and then continues to question if a principal's observations improve teaching practices.
    Finally, DuFour and Mattos stress the importance and proven success of PLCs. If principals want to improve student achievement in their school, rather than focus on the individual inspection of teaching, they must focus on the collective analysis of evidence of student learning. This brings the focus back to this week's module regarding the importance of the Professional Learning Community. The success of the PLC model is only effective if implemented and used correctly. Educators can make excuses for low student achievement rather than developing strategies to improve student learning. Teams can concentrate on matters unrelated to student learning. Getting along can be a greater priority than getting results (DuFour, 2011). All of these factors important when is come to the PLC concept, however, if done right schools should see the achievement gap begin to close.

DuFour, R., Mattos, M. (2013). How Do Principals Really Improve Schools?. Educational Leadership, 70(7), 34-40

DuFour, R.(2011). Work Together But Only If You Want To. Kappanmagazine.org, 92(N5), 61