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Best Practices in Walk-Throughs, an Instructional Supervision Technique, and the Impact on Student AchievementAuthor(s): E-BEST HWDSB (2009)
This "BLAM" (Bottom Line Actionable Message) was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on best practices for walk-throughs as an instructional supervision strategy to increase student acheivement. You can also view this, and other BLAMs, at the HWDSB website: http://www.hwdsb.on.ca/e-best/?page_id=205

"Overall, the literature summarized in this BLAM, shows that walk-throughs can have a positive impact on student achievement
providing that they are transparent, non-evaluative, focused on an
improvement area and conducted frequently (at least once per
week). Walk-throughs should facilitate open dialogue between
teachers and principals..."

This document has been viewed 1,285 times.
Creating Effective Administrator EvaluationsAuthor(s): E-BEST HWDSB (2010)
This "BLAM" (Bottom Line Actionable Message) was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines research on how to effectively evaluate school administrators. You can also view this, and other BLAMs, at the HWDSB website: http://www.hwdsb.on.ca/e-best/?page_id=205


"Research investigating effective administrator evaluations has defined
objectivity as an essential factor. Further, what is being measured and how
it’s being measured must be done objectively. The process should not
be based on a static model; but rather reflect the unique needs of the
administrator’s role and the district within which they work...."

This document has been viewed 921 times.
Perspectives of New Administrators on the Ontario Principals Qualification CoursesAuthor(s): Luu K.N. (2010)
Teachers who wish to move into the role of administration in Ontario’s public school system must first complete Principals’ Qualification Courses (PQP). This study investigated the perceptions of newly appointed school administrators in Ontario regarding their experience with the PQP. More specifically, the author wished to explore the extent to which the current structure of PQP training in Ontario prepared new administrators for the realities of school leadership.

This document has been viewed 855 times.