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Marion Ginopolis

Terry, I was so intrigued by your post that I started following all the links and ended up spending over two hours reading the reports at the N.C. teacher working conditions survey site (http://www.northcarolinatwc.org) loooking at the data that has been accumulated and analyzed in the surveys. This is VERY powerful information that should be shared across the country. N.C. Governor Easley's quote tells it all...
“Armed with this data, North Carolina will better meet the needs of teachers, and in turn, our students, because teacher working conditions are student learning conditions.”
Getting the focus away from what I refer to as "tissue issues" (Is their hot coffee in the teacher's lounge?) to substantive assessment of issues like empowerment, support, decision making and professional development provides truly important information about the impact school leaders have on school improvement.
And, clearly indicated by the survey data and analysis, leadership does make a difference. (http://www.teachingquality.org/pdfs/twcindepth.pdf page 2)
• Leadership was the single greatest predictor of AYP status at the middle school level, more so than school size and teacher retention. For every one point increase on the WorkingConditions Survey results in the area of leadership, middle schools were 6.7 times more likely to achieve AYP.
• Leadership was a powerful predictor of whether or not a school had high student achievement at the high school level. High schools were 48 times more likely to be included in one of the top three performance designations for every one point increase on the leadership
domain average.
Thanks for sharing this valuable information.


Have any of the principals out there used the online survey tool on Balanced Leadership Profile from MCREL?

Did the teachers find it relevant? Did you?

I am looking for a tool to use with my faculty this year.

Alan Knobloch

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