In my view, a common set of principles regarding human learning and relationships underlie teaching, professional development, and leadership that intends to continuously improve teaching and learning.
Good teaching, as I see it, is an intellectually-rich science and a psychologically demanding improvisational art that is practiced in an ever changing landscape of relationships with students, colleagues, and parents. And like other endeavors that blend science and art, it can be improved through years of practice with frequent reflection on the effectiveness of one’s efforts.
The same description could be applied to skillful school leadership and to professional development that leads to professional learning.
Because I view teaching, leadership, and professional development as closely linked, I frequently ask administrators and teacher leaders who face daunting challenges in their work to imagine how a good teacher would think about and respond to those challenges.
The following posts highlight the understandings and processes that inform effective practice in these three areas. They were among the most widely distributed and read posts of the past year.
You can peruse all posts in the “teaching” category here.