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Teacher Observation Guide: Process, Tips, and Feedback

Alisa Kaczorowski — Thu, 13 Aug 2026 12:40:52 +0000

Key takeaways

Shifting the perspective of teacher observations from one of “surveillance” to one of trust will have a positive impact on teacher growth and development, as well as student academic outcomes.
The evaluation tool or rubric being used for formal teacher observations should be shared and reviewed with teachers at the start of the school year so that specific expectations are clear.
The number of teacher evaluations conducted each year will vary for different types of teachers, with new, inexperienced, and struggling teachers having more formal observations than veteran teachers.

For many educators, teacher observations bring about feelings of fear and anxiety. Will the lesson go well? Will the students behave and stay engaged and on-task? Will they be “caught” doing something wrong? Add in the element of surprise in the form of an unannounced observation, and teachers’ nerves tend to skyrocket.

Let’s bring down the fear factor by helping educators shift their perspective on teacher observations. Rather than seeing teacher observations as an opportunity for administrators to “catch” teachers doing something wrong, let’s integrate them into the school culture and use them as opportunities to build trust between teachers and administrators.

Teacher observations are a wonderful opportunity for educators to receive feedback on their craft, grow and develop, and make a real impact on student outcomes, but this can only happen if the evaluator’s true intention is to foster growth in teachers rather than pass judgment or nitpick their instruction and classroom management.

What is Teacher Observation?

A teacher observation is the process by which an observer (typically an administrator or supervisor but sometimes a colleague) uses an approved evaluation tool or rubric to observe a teacher’s instruction, classroom management, student interactions, and classroom environment.

The goal of a teacher observation is to provide the teacher with constructive feedback to enhance their skills and improve student academic outcomes. Teacher observations should support educator growth and development, in addition to evaluating their performance.

The evaluation tool or rubric should be approved by your school or state department of education, and teachers should be familiar with it. Just as teachers provide students with a rubric to guide the planning and execution of a project in the classroom, teachers should be introduced to the evaluation tool at the beginning of the school year and given an opportunity to familiarize themselves with it. Additionally, they should know what the expectations are when it comes to teacher evaluations – how many observations and/or walk-throughs to expect during the year, what the process looks like, etc.

What Are the Different Types of Teacher Observation?

There are many different types of teacher observations that are used for either formative or summative purposes. The goal of a formative teacher observation is to provide the teacher with feedback for growth, while the goal of a summative teacher observation is performance evaluation. Teacher observations can be further categorized as follows:

Formal Teacher Observation

A formal teacher observation is typically conducted by a school administrator or the teacher’s supervisor and is often unannounced. This type of teacher observation is usually done at least once per year and is a summative assessment of a teacher’s overall instruction and job performance, using an approved rubric or evaluation tool that has been provided to, and reviewed with, teachers in advance. A formal teacher observation typically includes a post-conference where the evaluation tool or rubric is reviewed and discussed with the teacher.

Informal Teacher Observation

An informal teacher observation is another type of observation that is usually conducted by a school administrator or the teacher’s supervisor. It differs from a formal teacher observation in that it is often scheduled ahead of time with the teacher. This type of observation is often completed several times per year, depending upon the teacher’s level of experience, and often uses the same evaluation tool as a formal observation. Informal teacher observations may be used for new or inexperienced teachers, as a way of helping them grow and develop over the course of the year. They may also be used for struggling teachers, as part of a broader improvement plan. Unlike other types of teacher observations, an informal teacher observation may include a pre-conference, in addition to a post-conference, since it is often an announced observation.

Walk-Through

A walk-through is a specific type of informal teacher observation where the evaluator is looking at a specific component of the teacher’s instruction. These are often shorter and use a separate, more concise evaluation tool or rubric. A walk-through may be done in response to professional development provided for teachers, as a way of measuring growth toward school improvement goals, or as part of a broader improvement plan for struggling teachers. An example of this is a walk-through that is conducted on one specific aspect of instruction, such as checks for understanding, or classroom management, such as non-verbal redirection of minor behaviors. Walk-throughs are typically discussed ahead of time and expected by teachers, but may be unannounced in terms of the specific time they occur.

Peer Evaluation

A peer evaluation is a type of informal teacher observation conducted by a fellow teacher. These are often used as opportunities for new, inexperienced, or struggling teachers to see veteran teachers in action. This may be part of a mentoring program, giving pairs of teachers multiple opportunities to observe and learn from one another over the course of a school year. Peer evaluations usually include a pre- and/or post-observation discussion between the teachers.

Self-Evaluation

Self-evaluation is a type of observation in which teachers record themselves teaching a lesson to reflect on their own behaviors, interactions, and instructional methods. They may track specific behaviors during the lesson, such as wait time, or analyze their real versus perceived behaviors and interactions. A self-evaluation often includes a pre- and post-observation discussion between the teacher and an administrator or supervisor.

What Is the Teacher Observation Process?

The teacher observation process will look a bit different, depending upon the type of observation. A formal teacher observation requires a lengthier process than an informal teacher observation or walk-through.

Formal, announced teacher observations usually begin with a pre-conference. A pre-conference is a meeting between the teacher and evaluator to discuss the lesson. This is the teacher’s opportunity to provide their evaluator with any necessary context around their lesson or students. This meeting should also be used to align the teacher and evaluator’s expectations. The evaluation tool or rubric should be reviewed to clarify expectations and lessen any anxiety the teacher is feeling.

During a pre-conference, the teacher and evaluator should be prepared to discuss the objectives of the lesson, any baseline student data collected by the teacher, anticipated challenges, and the teacher’s plan for assessing students at the end of the lesson.

The actual formal teacher observation should happen within a couple of days of the pre-conference. During the observation, it is essential that the evaluator stay in the classroom for the entirety of the lesson to ensure they have a clear picture of the teacher’s instruction and do not miss any key components. The evaluator should also plan to engage in the lesson by moving about the classroom, checking in on student work, and asking students questions. It is imperative, however, that the evaluator does NOT undermine the teacher’s authority by addressing classroom management issues or intervening in the instructional delivery of the lesson.

After the lesson is complete, a post-conference should be scheduled with the teacher. This should take place within a day or two of the observation, and the purpose of the post-conference is to discuss the lesson and review the completed evaluation tool or rubric. The post-conference is an important opportunity for the teacher to reflect on their instructional delivery, interactions with students, and any assessment data that was collected. This is also the time for the evaluator to ask for any clarifying information regarding the lesson and provide the teacher with both positive and constructive feedback.

The process for unannounced teacher observations will be exactly the same as it is for announced teacher observations, except the pre-conference will not occur. The process for a walk-through is also similar in that there is no pre-conference, and the post-conference may be shorter and much more informal. Additionally, the evaluator may not stay in the classroom for an entire lesson to complete a walk-through, as this type of observation is more of a glimpse into a particular aspect of instruction or management rather than a full picture of a teacher’s overall instructional and management abilities.

Both peer and self evaluations will likely include a pre- and post-observation discussion. This helps to clarify the objective or focus of the observation and allows colleagues or a teacher and supervisor to discuss, ask questions, and reflect.

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How Do You Give Feedback to a Teacher After Observation?

The trickiest component of a teacher observation is often how to give the teacher feedback after the observation. Many evaluators are uncomfortable giving constructive feedback, so they tend to focus only on positive reinforcement. This can leave teachers unsure of their areas for improvement and how to grow and develop as a teacher. Read on for a few tips to make this process more valuable and less awkward for everyone involved.

Celebrate

Praise the teacher on the parts of the lesson that went well or components of the classroom environment that are conducive to learning. Be specific in letting them know where their strengths lie.

Give specific, actionable, and timely feedback

Any feedback given should help the teacher strengthen one of the following areas: lesson planning, instructional delivery, student achievement, classroom environment, classroom management, or teaching technique. Feedback should be specific, given in a timely manner, and invite action from the teacher. Give examples of changes that can be made or alternative strategies or educational resources that could be used in the future.

Encourage reflection

Ask questions throughout the post-conference that invite the teacher to reflect on their instruction and classroom management. The more they can reflect and uncover their own areas for improvement, the better. Encourage them to think through how they could have done things differently, to result in a better outcome.

Collect data to support the evaluation tool or rubric

Have data to support the scores you give on the evaluation tool. It’s more difficult for the teacher to be offended or argue about their scores when you have specific data to support your observations and comments.

Avoid judgment

Your job as an evaluator is to help teachers become the best teachers they can possibly become. It is not to pass judgment. Be as objective and matter-of-fact as possible when observing teachers and giving feedback. Use collected data, in the form of specific examples, to support your claims.

Build trust

Building trust is key to changing teachers’ mindsets around teacher observations. While you are still their supervisor, teachers should view you as an ally who has their best interests at heart. Build that trust by being consistent and fair in your evaluations, timely with your feedback, and helpful as they reflect and strategize ways to improve their craft.

Maintain confidentiality

If we want to change teachers’ mindsets around teacher observations and build trust, the very first step is taking confidentiality seriously. No information about a teacher’s observation, whether formal or informal, should be shared with anyone who is not their superior. Refrain from discussing what you observe in one teacher’s classroom with another teacher, regardless of the intent.

Be compassionate

Put yourself in their shoes by remembering how anxiety-inducing a teacher evaluation can be and bearing in mind that each teacher has their own challenges and stressors they are dealing with outside of the classroom. Be understanding that life happens and some days we don’t bring our best selves into the classroom.

How Many Observations Should a Teacher Have?

The number of evaluations a teacher should have depends on their level of experience. All teachers, including veterans, should have at least one formal teacher evaluation every year, using the school or district’s approved evaluation tool or rubric. New teachers, as well as teachers in their first three years of teaching, should have 2-3 formal evaluations plus multiple walk-throughs each school year. Struggling teachers should expect 4 or more formal evaluations that align to their improvement plan, in addition to the multiple walk-throughs done for all teachers.

A good rule for walk-throughs is about once per month, so teachers should expect 6-10 of these each school year. Peer and self evaluations should be encouraged and used on an as-needed basis.

Overall, teacher observations provide teachers with a unique opportunity to receive feedback on many areas of their instruction. By implementing a consistent teacher observation process at regular intervals throughout the school year, providing timely, fair, and specific feedback for teachers, celebrating their strengths, and working together toward improvement, we can begin to eliminate many of the fears associated with teacher observations.

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10 Effective School Improvement Ideas for Education Leaders

Michael Healey — Tue, 11 Aug 2026 13:22:08 +0000

Key takeaways

School improvement works best when schools clearly define the problem before choosing a solution.
Strong school improvement ideas keep instruction, student support, teacher collaboration, family communication, and school climate connected to daily practice.
Schools do not need to do everything at once. They need clear priorities, consistent follow-through, and enough time to see whether the work is making a difference.

Every school wants to improve. The difficult part is deciding what that improvement should actually look like.

School improvement is the result of steady, focused work that students and teachers can see and feel every day. It is not something schools accomplish through one program, one resource, or one meeting.

The best school improvement ideas are not always the most complicated. In fact, many are simple. They require schools to be honest about what is working, what is not, and what needs to be changed.

School leaders also need to be aware of how change is introduced. Schools are already busy places, and teachers and students do not need a constant stream of new initiatives that are never fully supported or sustained. They need clear priorities, useful resources, and the time, support, and follow-through needed to do the work well.

A K-12 online learning platform can support this work by providing teachers with access to flexible instructional resources. But schools still need to be clear about what they are trying to improve, why it matters, and what support is needed to do the work well.

Why Is School Improvement So Important?

School improvement matters because students only get one chance to move through each grade level.

That does not mean every school needs to change everything at once. It means schools need to keep looking closely at whether students are getting what they need. Schools should consider whether students are learning at high levels, are engaged, and feel connected to school, as well as whether teachers are supported and families are informed.

The goal is not to chase every new idea. The goal is to get better at the work that matters most.

The following list of school improvement ideas begins with a simple but important step: define the problem before choosing the solution.

10 School Improvement Ideas

The following list of school improvement ideas begins with a simple but important step: define the problem before choosing the solution.

1. Start with a Clear Understanding of the Problem

One of the most important ideas to improve schools is also one of the most basic: define the problem before choosing the solution.

Schools sometimes move too quickly. Schools may purchase a new program, change a schedule, form a committee, or announce a new initiative, but if the actual problem is not clear, the solution may not help.

For example, if reading scores are low, the issue may be curriculum, instructional practices, attendance, intervention, student engagement, or gaps in background knowledge. If leaders do not take time to understand the cause, they may end up solving the wrong problem.

Taking time to clearly define the problem gives the work more focus. For example, instead of aiming to improve overall reading scores, a school might identify the steps needed to help students in a specific grade level strengthen vocabulary and reading comprehension across content areas.

That kind of clarity helps schools choose better next steps.

2. Keep Instruction at the Center

School improvement should always come back to instruction.

Schools have to manage budgets, schedules, staffing, facilities, transportation, safety, and communication. All of those things matter, but the core work of a school is teaching and learning.

When leaders look at school improvement, instruction should stay at the forefront. Every major decision should be tested against a simple question: Will this make teaching and learning stronger?

Strong instruction takes planning and support. Teachers need a clear curriculum, time to plan, ways to check for understanding, useful feedback, and time to work with colleagues. The most effective school leaders support that work by protecting the time teachers need and by keeping the school focused on the priorities that matter most.

3. Use Data to Guide the Next Step

Data is important, but data should help schools make better decisions, not create more work.

Schools have access to test scores, attendance, grades, discipline referrals, surveys, benchmark assessments, and classroom evidence. The challenge is knowing which of this data matters most and what to do with it.

Data should be part of a school improvement plan, but it should not become the plan itself. The information only matters if it helps schools understand what is happening with real students in real classrooms.

If attendance is dropping, schools need to understand who is missing school and what may be getting in the way. If discipline referrals are increasing, leaders need to look at where and when the issues are occurring and what may be causing them.

Data should help schools decide what to do next.

4. Strengthen Teacher Collaboration

Teachers should not have to improve instruction in isolation.

One of the best ways to strengthen a school is to give teachers regular time to work together. That time should be focused and useful; not another meeting that could have been an email.

Effective teacher collaboration gives teachers time to review student work, plan together, review assessment results, share strategies, discuss interventions, and create greater consistency across grade levels and departments.

Teachers know where students are struggling. They know which lessons worked and which ones did not. School leaders should create structures that allow teachers to use that knowledge together, rather than leaving each teacher to solve the same problems alone.

5. Help Students See Why Learning Matters

Student engagement is not just about making school fun.

Student engagement is about whether students are connected to the work, willing to put in effort, and able to see why learning matters. When students are disengaged, the effects often show up in attendance, behavior, academic performance, and classroom culture.

Improving engagement does not mean lowering expectations. It means making learning more meaningful and giving students more reasons to invest in the work.

That can include more discussion, real-world examples, student choice, hands-on learning, projects, and opportunities for students to explain their thinking.

6. Build Support Systems That Catch Problems Early

Schools shouldn’t wait for students to fall behind before responding.

They need clear systems that identify concerns early and provide support consistently. That includes systems that support a wide range of areas, including academics, attendance, behavior, family communication, and intervention.

A strong support system should make it clear how schools identify when a student is struggling, who reviews the concern, what support happens next, how families are included, and how the school knows whether the support is working.

Support systems do not need to be complicated, but they do need to be organized. School improvement depends on this kind of follow-through.

7. Improve Communication with Families

Families do not need more communication; they need clearer communication.

Schools send a lot of messages. Emails, newsletters, alerts, portals, websites, social media posts, letters, and phone calls all have a place, but more communication does not always mean better communication.

Effective communication in schools should help families understand what is happening, why it matters, and what they need to do next.

When schools make changes, families need clear information and may need to hear it more than once.

Schools should also listen to families. Families often know when messages are unclear, when information is hard to find, or when communication is not reaching people the way the school intended.

8. Make Professional Learning More Useful for Teachers

Professional learning should relate directly to the work teachers are doing in classrooms. To do this effectively, teachers need time to understand the approach, plan for it, try it with students, and talk with colleagues about what worked and what still needs attention.

Teacher growth is strongest when professional learning is tied directly to school priorities, curriculum, student needs, and daily classroom practice.

School leaders should also be careful about adding too much at once. Teachers cannot improve every part of instruction at the same time. Schools need to identify the most important areas for growth and stay with the work long enough to see whether it is making a difference.

9. Build a School Climate Where Students Feel Connected

Students learn better when they feel safe, respected, and connected to school.

School climate is not separate from learning. When students feel disconnected, unsupported, or unsafe, it becomes harder for them to stay engaged and do their best work.

A positive school climate is shaped by the everyday experience of students, staff, and families. You see it in relationships, expectations, routines, discipline practices, communication, and the presence of adults who care deeply about their students.

The little things matter here. Greeting students. Being consistent. Being clear about expectations and following through. Over time, those daily actions shape the climate of the school.

10. Choose Fewer Priorities and Follow Through

Schools often know what needs to improve. The problem is staying focused.

It is easy for a school year to become crowded with initiatives. Each one may have value, but too many priorities can make it hard for teachers and leaders to know what matters most.

Improvement requires discipline. Leaders need to decide what the school will focus on, what will wait, and what will be removed or reduced.

An effective school improvement plan should be clear enough that teachers can explain it. It should connect to student needs and include specific actions, timelines, support, and ways to measure progress.

Most importantly, it should be revisited throughout the year. School improvement is not something we write once and file away; it needs to guide decisions.

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Moving From Ideas to Action

A strong list of school improvement ideas is useful only if it leads to action.

School improvement works when priorities become part of the day-to-day operation of the school, not just something written in a plan.

That requires consistency and honesty, including the understanding that some efforts will work, some will need to be adjusted, and some may need to be set aside.

The best ideas to improve schools are the ones that help students learn more, help teachers teach more effectively, and help schools follow through on what matters most.

Schools do not need to do everything at once. They need to do the right work well, stay with it long enough to make a difference, and keep students at the center of every decision.

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Principal Interview Questions: How to Prepare and Succeed

Michael Healey — Tue, 04 Aug 2026 13:52:01 +0000

Key takeaways

Principal interviews require candidates to show how they think, make decisions, support teachers, and keep students at the center.
Strong answers use specific leadership examples that explain what you did, why you did it, and what changed as a result.
Preparation should include researching the school, practicing common and scenario-based questions, and sounding prepared without sounding rehearsed.

Interviewing for a principal position is different from interviewing for many other roles in education.

A teacher interview often focuses on instruction, classroom management, planning, and relationships with students. Assistant principal interview questions may focus on discipline, supervision, communication, and building operations. A principal interview goes further.

A principal candidate has to demonstrate that they can successfully lead an entire school.

From a superintendent’s perspective, I am listening for more than a list of experiences. I want to know how the candidate thinks, how they make decisions, how they communicate during difficult moments, how they support teachers, how they work with families, how they improve instruction, how they and how they keep students at the center of the work.

When interviewing, being genuine is important, but that is not the same as being prepared. The goal is to know your leadership beliefs, know your examples, and explain how you would lead when the work gets difficult.

A strong��K-12 online learning platform can support instructional leadership by giving teachers access to useful resources and helping students connect learning to the world around them. But the principal still has to lead the work, set expectations, and support implementation.

The following guide includes common principal interview questions, sample answers, and preparation advice.

15 Principal Interview Questions (With Sample Answers)

1. Why do you want to be the principal of this school?

This question tells the committee whether you are specifically interested in their school or just interested in the title of principal.

Sample Answer

I am interested in this position because the school’s priorities align closely with my experience and beliefs as an educator. I am especially interested in the district’s focus on instruction, student support, and meaningful partnerships with families. I believe my experience and leadership style would allow me to contribute to the school’s goals while becoming an involved part of the school community.

2. How would you describe your leadership style?

The committee is looking to learn how you work with people and make decisions.

Sample Answer

I would describe my leadership style as visible, collaborative, and accountable. People should have a voice in decisions that affect teaching and learning. At the same time, collaboration does not mean avoiding difficult decisions. A principal has to set clear expectations, communicate consistently, and follow through.

3. What does an effective school look like to you?

This question gives the committee an idea of what you believe makes a school successful and whether your vision aligns with the district’s goals.

Sample Answer

To me, an effective school makes sure that every decision comes back to our goal of improving teaching and learning. Students should feel safe, challenged, and connected, while teachers have the time, support, and opportunities to collaborate and grow. Families should be kept informed, understand the school’s priorities, and viewed as partners. Most importantly, as a school, we should keep asking whether our practices are helping every student be successful.

4. How would you improve student achievement?

Understanding that a principal cannot improve everything at once, this answer needs to be specific and focused.

Sample Answer

I would start by developing a clear picture of student performance using assessment results, classroom work, attendance, behavior, and other relevant subgroup data. Then I would work with teachers to identify one or two high-priority instructional needs. From there, we would set measurable goals, choose strategies, support teachers, and monitor progress.

5. How do you use data to guide school improvement?

When answering these types of questions, it’s important to remember that data matters, but it’s only valuable if it helps principals make better decisions for students and teachers.

Sample Answer

Data tells a story, but we have to look closely enough to understand what that story means. For example, if the data shows us that our students are struggling with reading comprehension, I would want to know which specific skills are causing the difficulty, whether the pattern is consistent across classrooms and grade levels, and what instructional practices are currently being used. I also think it’s important to combine assessment data with other data points, including classroom observations, student work, and teacher feedback. Once we have a clearer picture of the cause, we can choose the right response and adjust based on the results.

6. How would you strengthen teaching and learning across the school?

This question helps the committee understand how you would lead instruction, support teacher growth, and improve classroom instructional practices across the school.

Sample Answer

As a principal, my first responsibility is always to maintain a safe, supportive learning environment. My most important instructional responsibility is to support effective teaching and learning. To me, that means being visible in classrooms, talking with my teachers, reviewing student work, and using what I see to identify strengths and areas where additional support may be needed.

It is also important to ensure teachers have time to plan together, review student work, share strategies, and learn from one another. That won’t look the same for everyone; from my perspective, I believe support should match each teacher’s needs. The goal is to create opportunities for effective teaching to happen consistently across the school.

7. How would you support a teacher who is struggling?

Interview committees want to know how you would plan to support struggling teachers while still maintaining high expectations.

Sample Answer

Supporting a struggling teacher is not a one-size-fits-all process. The first step is making sure the concern is clearly understood. That means spending time in the classroom, reviewing student performance data, and gathering enough information to identify what needs to improve.

I would then meet with the teacher, explain the concern, listen to their perspective, and outline the expectations moving forward. I would then monitor progress, provide regular feedback, and document each step of the process.

The goal is always to help the teacher improve. If that does not happen despite appropriate support, I would follow district procedures and take the necessary next steps.

8. How would you build a positive school environment?

A positive school environment is not built through one program or event. It is shaped by the way people experience the school every day. The key to answering this question well is showing that you understand how a principal’s daily actions, expectations, and communication influence that experience.

Sample Answer

I would focus first on understanding how students, staff, and families currently experience the school. Spending time in classrooms, hallways, meetings, and at school events is a great way to learn more about what people are saying and seeing. From there, I would work to build greater consistency in expectations, communication, and follow-through.

It’s also important to look for those not-so-obvious issues that can damage school environments, things like ongoing conflicts, unclear expectations, or people feeling unheard.

My goal is always to create an environment where students and staff feel supported, know what is expected, and trust that their concerns will be addressed.

9. How would you handle student discipline?

Interview committees want to know that their principal will address discipline issues fairly and consistently while also maintaining a safe environment that supports teaching and learning.

Sample Answer

The goal of effective discipline is to keep the school safe, support a positive learning environment, and help students make better choices. I would start by making sure our students, staff, and families are aware of the code of conduct and understand the school’s expectations.

When a discipline incident does happen, my first step is always to make sure everyone involved is safe. My process then involves gathering the facts, listening to those involved, and consistently applying the code of conduct.

Consequences may be necessary, but they should not be the only response. Students also need to understand how their behavior affects others and what needs to change. I would look for patterns involving particular students, locations, times of day, or behaviors. Serious or unsafe conduct has to be addressed immediately, while repeated concerns may point to a need for additional support, clearer expectations, or changes in supervision.

10. How would you ensure every student has the opportunity to succeed?

Interview committees want to know that you can identify barriers, understand why some students may not have the same access or opportunities, and take steps to make sure every student is supported.

Sample Answer

From my perspective, this means making sure every student has access to the instruction, opportunities, and support they need to succeed. To do this effectively, I would start by taking a close look at achievement, attendance, discipline, special education, and participation data to identify any patterns that need our attention.

I would also listen to students, families, and staff because the data will not always explain the full story. From there, I would work with the school team to identify barriers and determine what needs to change in our instruction, support systems, practices, or procedures.

11. How would you build strong partnerships with families and the community?

Interview committees want to know that you can build trust, communicate clearly, and create meaningful opportunities for families and community partners to support students.

Sample Answer

I think it’s important for families to hear from the principal regularly, and not just when there is a problem. I would communicate clearly, create opportunities for families to ask questions and share feedback, and make sure they feel informed, welcomed, and valued.

It’s equally important to build partnerships with community organizations, local businesses, and other groups that can support opportunities for students and families.

The goal is to make sure our families feel informed, welcomed, and connected to the school.

12. Tell us about a difficult decision you made.

It is best to answer this type of question with a specific example that shows how you gathered information, made the decision, and followed through.

Sample Answer

In a previous district, we had an instructional practice that staff were comfortable with and had used for a long time, but the results showed it was not meeting our students’ needs. I reviewed the data, met with the staff involved, and listened to their concerns before deciding that we needed to make a change.

Knowing that not everyone agreed with my decision, I was intentionally clear about why the change was needed and made sure staff had the support to implement it. We also identified how we would measure whether the new approach was working. The experience reminded me that difficult decisions still need to be made, but they should be made thoughtfully, communicated clearly, and followed with the right support.

13. How do you handle conflict among staff members?

Interview committees want to know that you are comfortable addressing conflict early, can stay focused on the issue, and can maintain a professional working environment.

Sample Answer

Conflict among staff should be handled early, directly, and professionally. When conflict happens, I make a point to meet with the people involved, listen to each perspective, and make sure I understand the issue before deciding what needs to happen next.

When it makes sense, I would bring the staff members together to discuss the concern, clarify expectations, and determine how they will move forward. I believe that it’s ok for staff not to agree on everything, but I do expect all my staff to communicate respectfully and work together professionally. If the conflict begins to affect students, safety, staff performance, or the overall workplace environment, I would document the issue and follow district procedures.

14. How would you lead the school through a major change?

Interview committees want to know whether you can explain the purpose of a change, involve the right people, and support the work through implementation.

Sample Answer

Major changes have to be introduced carefully and supported from beginning to end. I approach any change initiative by clearly explaining why the change is needed, what problem it is meant to solve, and what success should look like.

As we work through the change, I would make sure the people responsible for implementation have the training, resources, and support needed to be successful. I would also make a point to communicate clearly and regularly, monitor progress, listen to feedback from those involved, and make adjustments when the evidence shows they are needed.

15. What would your first 90 days as principal look like?

Interview committees want to know whether you can take the time to listen and build relationships while still moving the school toward a clear set of priorities.

Sample Answer

My first 90 days would involve listening and developing a clear understanding of the school. I would meet with students, staff, and families, while also spending time in classrooms and at school events and being visible throughout the building.

I would also make a point of reviewing student achievement, attendance, behavior, safety, and staffing data to better understand the school’s strengths and needs. By the end of that period, my goal would be to identify a small number of clear priorities and the next steps needed to move them forward.

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How to Prepare for a Principal Interview

Preparing for a principal interview takes more than just reviewing common questions. Many candidates wonder how hard principal-level interview questions are, but the real challenge is explaining how you think, make decisions, and lead through difficult situations.

Begin your preparation by researching the school and the district. Review the strategic plan, board goals, academic performance, attendance, and recent communications. During the interview, your answers should show that you understand the district and are interested in leading that school.

Prepare examples that show your school leadership experience. Focus on times your work directly improved student achievement, supported teachers, or helped the school improve. Be prepared and ready to explain what you did, why you did it, and what changed as a result of your leadership.

You should also prepare to answer a range of scenario-based questions. You may be asked to explain how you would respond to things like specific discipline issues, parent complaints, or student safety issues. In those situations, make sure that your answer shows that you would prioritize safety, gather the facts, communicate clearly, follow procedures, and make decisions that are in the best interest of students and the district.

Before the interview, practice your answers, but don’t memorize them. The goal is to sound prepared and authentic, not rehearsed.

What Interview Committees Are Really Looking For

Principal interviews are challenging because school leadership is challenging.

No candidate can prepare for every question, but every candidate can be prepared to explain how they lead, make decisions, communicate, support teachers, and keep students at the center of the work.

From a superintendent’s perspective, the strongest candidates are not the ones with the perfect answers. They are the ones who demonstrate sound judgment, communicate clearly, and show they are ready to lead a school.

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5 Largest Education Trends for the 2026-2027 School Year

Michael Healey — Wed, 22 Jul 2026 13:26:41 +0000

Key takeaways

2026-2027 Education Trends will require schools to focus on the changes that matter most, not every new tool, program, or initiative.
AI, flexible learning, and new graduation pathways will require clear expectations so students are supported without lowering standards.
Students need learning that connects to life beyond school, including career readiness, real-world application, and the ability to manage challenges and responsibilities.

Every school year brings new priorities, but the 2026-2027 school year feels different because schools are responding to several changes at the same time.

Students are growing up with artificial intelligence, constant access to information, new career options, and changing expectations for college and work. Teachers are trying to help students build academic skills while also preparing them to think clearly, use technology responsibly, communicate well, and make decisions about their future.

That is a lot to ask of schools.

The biggest challenge is deciding which changes deserve time and attention. Schools cannot chase every new idea, tool, or program that comes along. They have to focus on the work that maximizes what students learn and how they grow, and prepares them for what comes next.

An effective k-12 learning platform can support that work by providing teachers with useful resources, helping students connect learning to the world around them, and supporting instruction across all content areas.

The following 2026-2027 Education Trends highlight key areas schools will need to consider in the year ahead.

Responsible AI and Digital Literacy

AI is not going away. Students are already using it, hearing about it, and seeing it show up in nearly every part of life outside of school. Schools no longer need to ask whether students will use AI; they need to decide how to help students use it responsibly.

That work needs to be integrated into the digital literacy instruction schools are already building.

Students need to understand that AI can be useful, but it is not always accurate. It can help with a number of tasks, including organizing ideas, explaining a concept, or supporting research, but it can also produce wrong information, incomplete or misleading responses, or work that does not reflect a student’s own thinking.

In the coming year, schools will need to teach students when AI is appropriate to support learning and when it is not. They will also need to help students understand academic integrity, privacy, and the difference between getting help from AI and having it complete the assignment for them.

Teachers need support with this, too. They should not have to create AI rules one classroom at a time. Schools need to support teachers and students by creating clear expectations and consistent messaging around AI use.

In 2026-2027, responsible AI use will become part of a larger conversation about��technology in the classroom. The goal should not be to use more technology, but rather to help students use technology better.

More Meaningful Graduation Pathways

Traditionally, graduation from high school has always been treated as crossing a single finish line. In order to receive their diploma, students must complete the required courses, earn the required credits, and pass the required exams. Those all still matter, but schools are also beginning to recognize that students often need different ways to show they are ready for what comes next.

That is why new pathways to graduation will continue to be an important trend.

We have long known that students do not all follow the same path after high school. The problem is that many schools have not created enough meaningful pathways to match that reality. That is changing. In the coming year, schools need to begin preparing students for different graduation options without lowering expectations.

That may include career and technical education, early college courses, internships, work-based learning, performance tasks, and other experiences that help students connect school to future opportunities while demonstrating the skills and proficiencies required for graduation.

This is where��career readiness fits into the larger picture. It should not be the only focus of high school, but it should be a significant part of how schools help students think about graduation, planning, and life after school.

The strongest pathways will still require reading, writing, problem-solving, and communication, but students will need more opportunities to see how those skills connect to the direction they may want to go.

Personalized and Flexible Learning

Schools are also transitioning to more personalized and flexible learning opportunities. That does not mean every student will get a completely different education. It means schools are now better at understanding and paying closer attention to how students learn, where they need support, and how they can demonstrate competency.

These personalized and flexible learning opportunities move away from the one-size-fits-all approach that has not always worked well for students or teachers.

In 2026-2027, schools will continue looking for ways to make learning more flexible without making it disorganized. That may include more small-group instruction, adaptive tools, student choice, flexible pacing, blended learning, targeted intervention, or different ways for students to demonstrate what they know.

Focusing on flexibility should not make the learning goal less clear. Students still need to know what they are expected to learn, why it matters, and what they need to do to improve.

This also depends on having good information to guide instruction. Teachers need to know what students understand and where they are struggling. That information can come from assessments, student work, discussion, observation, and digital tools, but it only matters if it helps teachers make better decisions.

This kind of learning requires planning and additional support for teachers. As schools move toward more personalized and flexible learning opportunities, they need to be thoughtful about how they use tools, schedules, and instructional strategies so flexible learning supports students instead of creating confusion.

Learning Beyond the Traditional Classroom

Students benefit when they realize that learning does not only happen inside the four walls of a classroom. More schools are looking for ways to connect learning to real places, real problems, and real experiences.

That may include things like community-based projects, internships, field trips, service learning, outdoor learning, local partnerships, guest speakers, or classroom projects connected to real-world topics.

The format can vary, but the idea is the same: students need opportunities to apply what they are learning.

This is one reason project-based learning continues to be part of the conversation. When planned well, it gives students a chance to work through a question or challenge in a deeper, more authentic way.

These experiences should not feel like extras that happen after the “real” learning is done. They should be connected to the learning goals. Students should still be reading, writing, analyzing, discussing, and explaining their thinking.

In 2026-2027, more schools will look for ways to make learning feel more connected to the world students are preparing to enter.

Embedded Student Well-Being and Readiness Skills

Student well-being will continue to be a major issue, but schools are starting to think about it differently. It cannot be treated only as a separate program or a lesson that happens once in a while. It needs to be part of schools’ regular work.

Students need to learn how to manage challenges, communicate with others, work through frustration, ask for help, and make decisions. These skills are connected to learning, attendance, relationships, behavior, and readiness for life after graduation.

This does not mean teachers need one more thing added to their plates. It means schools should look at where these skills already show up.

They show up when students work in groups, revise work after feedback, explain their thinking, listen to a different point of view, or keep working through a difficult task. They also show up in advisory programs, counseling, classroom routines, student leadership, extracurricular activities, and career planning.

In 2026-2027, more schools will focus on embedding student well-being and readiness skills into the full school experience. That includes helping students build confidence, communication, adaptability, responsibility, and the ability to keep learning.

These skills matter because students are preparing for a world that will continue to change. They will need academic knowledge, but they will also need to manage responsibilities, work with others, exercise good judgment, and respond to changes in plans.

Schools cannot remove every challenge students will face, but they can help students build the skills to handle challenges more effectively.

Preparing for the 2026-2027 School Year

The largest trends for the 2026-2027 school year all point to the same central theme: schools need to prepare students for a future that is changing quickly, without losing sight of what meaningful learning requires.

Students need to use AI and technology responsibly, have clearer pathways to graduation, and experience learning that is flexible enough to meet different needs while still focused on clear expectations. They also need opportunities to apply what they know beyond the classroom and build well-being and readiness skills throughout the school experience.

None of that happens through a single program or initiative. It happens when schools are clear about what matters and consistent about how they support students and teachers.

Every new school year brings new challenges, but these 2026-2027 Education Trends also give schools an opportunity to focus on work that can make a real difference for students.

The goal is not to do everything. It is to do the right work well.

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How to Support New Teachers: A Guide for School Leaders

Dr. Becky Cahill — Mon, 20 Jul 2026 13:20:36 +0000

Key takeaways

Creating an intentional plan to support new teachers is not an ancillary consideration for school planning; it is imperative for teacher success. The need has never been more evident, as teachers of all experience levels continue to leave the field in increasing numbers.
Each new educator will be different, and approaches to helping should be based on the specific needs identified. Leaders should consider how to layer support for brand-new teachers, as well as teachers new to the school or district.
School leaders, including administrators, instructional coaches, and technology coaches, should visibly lead the charge to support new teachers. When acceptance and support of new staff members are an expected part of school culture, everyone benefits.

Being an educator is a chance to positively impact children now and in the future. This can be extremely rewarding, but it is also a very challenging job. Viewed from the outside, teaching might appear to consist of the simple transmission of knowledge from an adult to a child. However, teachers are expected to address students’ academic, physical, personal, and behavioral needs daily.

Meeting students’ needs requires a mix of skills and experience, and new teachers need time and support to find their balance. During the transition from college to the classroom or from another career, a clear plan to support new teachers must be in place. Having school leaders play a large role in supporting new teachers demonstrates the value placed on the newest staff members.

Challenges New Teachers Face

Everyday in America, go to work to educate the next generations of students. These educators all face demands on their time and attention during the school day. They need to provide an education in an environment that also addresses academic, social, emotional, and behavioral skills. Along with the daily responsibilities of being in education, new teachers face unique challenges. Areas that can present the most difficulty include mastering content, developing classroom management, and practicing effective communication.

New teachers will need to quickly begin to master their content material. Depending on the age level being taught, an educator could be expected to be a subject matter expert, or could be expected to teach all content areas. In either case, a teacher will need to be familiar with the school provided curriculum, as well as the state mandated standards.

Before any content can be taught, connections must be made. This requires establishing a classroom community where all students feel comfortable and valued. At the same time, all stakeholders must recognize and respect the shared expectations for procedures and behavior.

During teacher education programs, student teachers work together with their peers and actively collaborate. Maintaining the feelings of support can be a challenge when a teacher joins a new staff or team. The ability to form adult relationships and become familiar with cultural expectations takes time and effort. Along with team dynamics, new educators might feel isolated when communicating with families on their own for the first time.

Each year, approximately 7% of teachers in the US will leave the profession. This includes retirements and moves to other sectors. This number has decreased from 10% following the 2021-2022 school year. However, the number remains much higher for new teachers. Currently, seven out of every ten new educators will leave teaching within the first five years. Among the most frequent reasons given for leaving are the absence of solid induction practices and a lack of administrative support.

Who Should be Considered a New Teacher?

Before considering the question of how to support a new teacher, school leaders should first determine who is considered a new teacher. The most obvious new teachers are those coming from a traditional teacher education program, which includes the opportunity to student teach. This set of new educators are typically in their early twenties. The second category of new teachers are those who are entering from another occupation. These teachers can be any age and may or may not have had a chance to complete an internship or student teaching experience. Many support programs will address the first year of entry for these two groups of teachers. However, this narrow definition of a new teacher will create gaps in an effective support plan.

Schools and district leaders should establish plans to provide tailored support for experienced teachers moving within a district or from another district, teachers moving from out of state, and even educators moving to new positions. This last group is often overlooked completely and includes teachers becoming coaches (e.g., instructional, literacy, technology), support teachers (e.g., ESOL, Special Education, Gifted, STEM), or moving to new grade levels or content areas.

How to Support New Teachers with a School Team

The best way for school leaders to welcome and retain new teachers is to of the school culture, professional learning, faculty relationships, and supplemental materials.

The initial push for new teacher induction planning should start at the district level. The human resources department should create a plan to advertise, recruit, hire, support, and retain new teachers. The implementation of a district-wide plan allows new educators to become familiar with macro-level systems and practices. In many districts, there are yearlong plans for recruiting and supporting new teachers. These might include time together during the summer and pre-planning, events throughout the school year, and professional development for induction leaders at the local school level.

School leaders should use the district guidelines as the basis for building their own plan to support new teachers. Research shows that the behind school culture. All staff members look to the principal to establish expectations for relationship-building in school. The principal should create an induction team at the school. This can include a mixture of school leaders, coaches, experienced teachers, and support staff. With the principal’s support, this team will plan mentorships, monthly meetings, professional learning, and teaching materials.

When considering how to pair mentors and mentees, a formal pairing can be established based on personality, content area, grade level, years of experience, and other factors. It is not necessary for every mentor painting to be on the same team. Often, natural pairings form on a team, which can lead to an informal mentor relationship, providing a new teacher with additional support. Another benefit of formal mentor pairings is that they provide new teachers with the opportunity to observe in settings different from their own.

A yearly calendar should be developed by the school induction team to include appropriate professional learning opportunities, scheduled meeting times for the full team, and time for mentors and mentees to meet. By including coaches on the induction team, new teachers will have direct access to the personnel who can help them in their classroom.

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Eight Ways School Leaders Can Support New Teachers

School leaders can make the transition for a new teacher much smoother by being part of new educator planning. The steps taken for new teachers should include opportunities for classroom support, recognition, collaboration, and professional learning. Support for new teachers should extend beyond the beginning of the year to ensure a smooth transition.

1. School leaders will need to provide financial and material resources to support the induction team and new teachers throughout the school year

To plan effectively, leaders should consider which items to provide monthly, such as snacks, early passes, flowers, cards, or photos.

2. Providing new teachers with access to their curriculum and supplemental materials as soon as possible indicates that you understand the time commitment required of a new teacher

If possible, provide new teachers with a larger budget to purchase classroom materials. Finances can be a large stressor for new teachers who have to choose between spending money and having a classroom they feel is uninviting.

3. School leaders will need to be visible and interactive with new teachers

Making rounds to say hello in the morning, spending extra time in a classroom, or sitting with teachers at lunch will make your appearance feel less formal and more supportive.

4. Writing notes of encouragement is an easy way to support new teachers

You can leave a note after a visit, place a sticky note on the door, share an email from a parent or other stakeholder, or write a welcome letter to start off the year strong.

5. To demonstrate that your school values collaboration and two-way communication, schedule time to meet with new teachers

This should not be a one-time event, but rather purposeful discussions throughout the school year to identify areas for possible support.

6. School leaders can strengthen their role as instructional leaders by covering classes or modeling during class for new teachers

By covering a class, you provide new teachers with a break or an opportunity to visit a colleague’s classroom. If you model instruction, you can connect with teachers through the practices they use daily.

7. Take time to recognize and celebrate the amazing work of your new teachers

You could include a short blurb on your announcements or social media. Acknowledging the challenges of being a new teacher for the individual and the staff as a whole is an indicator of a positive school culture.

8. Gathering feedback regularly will enable school leaders to adjust their support for new teachers

Consider asking for feedback during monthly meetings and professional learning sessions. The topics for feedback should include input on future events and professional development topics.

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How to Increase Parent Engagement in Schools

Dr. Becky Cahill — Mon, 13 Jul 2026 15:17:41 +0000

Key takeaways

Parent engagement in school positively impacts students academically and personally. An effective home-school partnership helps students carry their learning outside of the walls of their classrooms.
Schools should dedicate time and space to connecting with parents and families. A comprehensive plan is needed to engage parents from a wide range of backgrounds and levels of school experience.
Opportunities for parent engagement should exist in all primary and secondary schools. Each school will need to consider the unique needs of its community to build connections with families.

The average American student will attend school for 180 days over a 13-year period. That means they will spend approximately 16,380 hours in school. The knowledge and skills they master should not exist in isolation, but rather be applicable to their life outside of school. Parent-school relationships are vital to the transference of education into real-world environments.

What Is Parent Engagement?

Parent engagement is an umbrella term used to describe a two-way connection between the home and the learning environment. The word parent is used to represent the unique home setting of each student. The most basic level of engagement will provide parents with access to information about their child and the school. This foundational step is necessary to ensure that all families can locate important news; however, this is a one-sided process. Parent engagement should build from this point.

With an information-sharing system in place, a school can begin engaging families in two-way communication. fosters a collaborative approach to education and helps a student see that their school and parents are partners in their success. Taking a shared view of parent engagement is critical because information flows both ways. Many schools offer parents technological tools to share their questions and concerns in a timely manner. With opportunities for all stakeholders to openly communicate, strong parent engagement can grow.

The ultimate goal of parent engagement is to strengthen a school community to provide the best educational experience for the whole child. When families and schools communicate early and often, misunderstandings can be avoided, and a plan for student growth can be developed and shared. Parents should be given opportunities to improve the quality of education at their local school through partnership and mutual benefit.

Examples of Parent Engagement

A student who requires wrap-around services would benefit greatly from a strong school-parent relationship. It will be easier for a counselor or social worker to locate the correct resources when parents can clearly articulate their needs and home situation to the school. The school’s engagement with the parents could lead to in-school or at-home therapeutic services.
Schools at all levels should have a year-long calendar of fun events that invite families and stakeholders into the building in a low-stakes setting. Examples could include events during the school day or after school hours. Many of these events benefit from an additional partnership with the PTO/PTA. Examples include a tailgate for a sporting event, a Bingo night, a school dance, and a fine-dining experience at lunch.
Most school districts provide access to technological platforms that allow parents to stay abreast of their students’ grades and academic progress 24 hours a day. Though this access to information is helpful, nothing can replace conversations between parents and teachers. Examples include Back-to-School Night, quarterly conferences, AP Night, curriculum night, or parent university.
Each school district will have different financial demographics to support. Whether a school has Title I resources or not, it is important to consider what take-home resources can be made available to the community. Resources could range from personal hygiene to food, to school supplies, to clothing.

Why Is Parent Engagement Important?

All school leaders should continually consider how to improve parent engagement in schools. Students from PreK through twelfth grade are facing challenges unlike those of any other generation. The best way to address these needs is through a concerted effort with families and schools. When all parties involved demonstrate their commitment to the student and to education, positive benefits will follow. Research shows , such as higher grades and better attendance, but there are also intangible benefits, including an overarching sense of value in education.

When parents actively engage with educators, their children receive higher test grades, course averages, and standardized test scores. At the same time, these students have fewer minor behavioral referrals, fewer unexcused absences, and fewer referrals to social services through the school system. Students who receive program supports, such as an IEP, EIP, or a 504 plan, have improved outcomes with ongoing parental engagement.

In the long-term, when parents value education and learning, so do their children. This is important for students’ future aspirations, regardless of the parents’ educational level. Additionally, children whose parents engage positively with their local school have fewer reports of self-harming behaviors.

What are Common Challenges to Parent Engagement?

Challenges to parent engagement come in two main areas: logistics and perception.

In logistics, it is important to understand the needs of your specific school community. Many families have working parents, which can create challenges for events held during the school day. It might not be possible to get time off to match the time of the meeting, conference, or celebration. Offering evening and nighttime events can alleviate some of the planning issues; however, this requires asking teachers and support staff to work after their scheduled hours.

Another logistical concern could be financially driven. A school would need to consider whether its families have access to transportation, food, and childcare during after-school events. If it is within the school’s ability, using buses, offering a meal, and providing care for small children can help more families engage with the school.

In locations where these concerns are not overwhelming, there are still the competing demands of extracurricular activities. Families must often choose among attending sports, tutoring, religious services, or school events.

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Ten Effective Ways to Increase Parent Engagement in Schools

Educators and leaders can consider the specific needs of their community when addressing how to increase parent engagement in schools.

Establish Direct Communication

Schools should create electronic newsletters and paper flyers to be sent home at specific intervals. This established communication allows parents to refer back to information, and families become accustomed to receiving the news in a timely manner.

Share on Social Media and Local News

Information that builds the school’s reputation and opens events to the wider community should be shared on established social media outlets and in local news. It is important to consider which school members will be responsible for keeping this information accurate and up to date. It is also best practice to establish contact with local news outlets to share potential stories.

Visit Neighborhoods

To engage with the community, get off campus and go into the neighborhoods. You could schedule pre-planning bus rides with teachers, attend local festivals, and meet members of the clergy.

Host Program Nights

Planning events for specific school populations can make attendance feel less daunting. You can also hone the event details for maximum impact. Schools could consider new student nights, English Learner nights (for parents or students), and science and math nights.

Offer Fine Arts, Athletics, and Clubs

For many families, a perfect way to invite them is to celebrate their student’s passions. Be sure your school offers events for a wide range of interests, and be proactive in preparing your campus to make a great impression.

Provide Volunteer Opportunities

Many parents are looking for ways to give back to their local schools. Leaders can support campus beautification projects, and educators can open their classrooms to involve parents in the learning process.

Make Phone Calls

Some communication tools are still relevant, and phone calls are one of them. Making a positive phone call as early in the year as possible can create a positive relationship. This should not be limited to teachers; school support staff and leaders can also be the initial point of contact.

Schedule Annual Events

Many families will have multiple children attending a local school. Annual events can establish a touchpoint for parents and alumni to visit each year. These events might include a Heritage Night, 5K/Fun Run, or Homecoming Parade.

Connect with Local Organizations

Schools and local service organizations should have a mutually beneficial relationship. By partnering with a local library, retirement center, house of worship, or fire station, you can create real-world connections and expand learning outside of the classroom.

Be Visible

As a school leader, the most important first step of parent engagement is to be visible. When parents know your name and your face, they will feel more connected to the school. Making yourself available at carlines, games, school activities, and local events will create a low-pressure environment for making new connections.

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Core vs. Supplemental Curriculum: Key Differences for Schools

Michael Healey — Fri, 10 Jul 2026 13:53:30 +0000

Key takeaways

Core vs supplemental curriculum helps schools understand what each one is supposed to do and how both can support instruction.
Core curriculum provides the main instructional foundation for standards, pacing, lessons, and expectations.
Supplemental curriculum works best when it solves a clear problem, supports the core curriculum, and helps teachers meet student needs.

Curriculum decisions show up in classrooms every day. They affect what teachers teach, what students practice, how lessons are paced, and how schools know if students are learning.

That is why these decisions matter so much.

When curriculum work is clear, teachers have a stronger foundation to work from, and students experience lessons that build from one skill to the next. When it is unclear, teachers may have too many resources in front of them without a clear understanding of which one should lead instruction.

This is where the difference between the core curriculum and supplemental curriculum becomes important. A��K-12 online learning platform��can support this work, but the larger question for schools is still the same: what role is each resource supposed to play?

Understanding core vs supplemental curriculum��helps schools make better decisions, use resources more effectively, and keep the focus where it belongs: on teaching and learning.

What Is Core Curriculum?

The core curriculum is the primary instructional program schools use to teach required content. It is almost always connected to state standards, grade-level skills, and the order in which students should learn key skills and content.

In simple terms, the core curriculum is the foundation.

A district may have a core math program, English language arts program, science program, or social studies program. Those materials help define what students should learn, when they should learn it, and how skills should be built over time.

An effective core curriculum should give teachers structure without taking away professional judgment. Teachers still need to respond to the students in front of them. They need to adjust pacing, check for understanding, lead discussion, reteach when needed, and decide how to make a lesson work in their classroom.

But teachers should not have to create the entire road map on their own.

A good core curriculum gives teachers a common starting point and a clear destination. From there, teachers should still use their professional judgment to decide how to move their class through the lesson, where students may need more support, and when the pace needs to change.

That matters in a district. If every classroom uses different materials, students may not have the same access to important skills and content. Teachers may also struggle to plan together because they are not working from a shared structure.

The core curriculum should answer basic questions. What are we teaching? What skills should students build? How does this connect to standards? How will we know if students are learning it?

When those questions are clear, schools are better positioned to support both teachers and students.

What Is Supplemental Curriculum?

Supplemental curriculum is added to support the core curriculum, not replace it. These materials should help teachers fill gaps, provide additional practice, or give students another way to understand and apply what they are learning.

For example, a reading program may teach the main comprehension skill. A teacher might then use a short article or video to help students practice that same skill with new content.

Even a strong core program will not meet every student’s needs on its own. Students come to school with different strengths, interests, needs, and experiences. Teachers often need additional resources to make learning clearer, more engaging, or more connected to the world students know.

The key is that the supplemental curriculum needs a purpose.

When used well, supplemental materials strengthen instruction. If they are used without a plan, they can create confusion. Teachers need to know when to use them, why they are being used, and how they connect to the core curriculum.

Supplemental curriculum should have a clear reason for being used, whether that is to give students more practice, help them access a difficult concept, extend learning, or help them apply what they are learning. When that purpose is clear, supplemental materials become easier for teachers to use and easier for students to connect to the larger lesson.

What Are the Key Differences?

The biggest difference between core and supplemental��curricula��is the role each plays.

Core curriculum drives the main instructional plan. It helps determine pacing, alignment with standards, instructional priorities, and assessments. Supplemental curriculum should support the core plan and strengthen it, not compete with it.

Another difference is consistency. The core curriculum is usually used across a grade level, a department, a school, or a district. Supplemental curriculum is often used more selectively for students who need intervention, enrichment, a connection to a current issue, or additional practice.

There is also a difference in how decisions are made. Choosing a core curriculum is usually a major district decision. It may involve teachers, administrators, curriculum leaders, board approval, professional development, budgeting, and implementation planning.

Supplemental curriculum can sometimes be added more quickly, but it still needs to be reviewed. If too many tools are added without a clear plan, schools can end up with overlap, gaps, and confusion.

This is why��curriculum alignment��matters. Schools need to know where each resource fits, what needs it addresses, and how it supports the learning goal.

The core curriculum should be reviewed to ensure it aligns with standards, is clear for teachers, and is strong enough to guide instruction. Supplemental curriculum should be reviewed to ensure it aligns with the core curriculum, addresses a real need, and is easy for teachers to use.

The best supplemental materials do not distract from the core curriculum; they make it stronger.

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How to Know Which One Is Best for Your School

Schools usually need both core and supplemental curricula. The decision on which is best should start with the problem the school is trying to solve.

If a district does not have a consistent instructional foundation, the issue may be the core curriculum. If teachers are building everything from scratch, using very different materials, or struggling to align instruction with standards, a stronger core may be needed.

If the core curriculum is solid but students need more practice, enrichment, intervention, or real-world connections, then supplemental curriculum may be the better answer.

School leaders should start by looking at the current system. What materials are already in place? What are teachers actually using? Where are students struggling? Are there gaps in standards coverage? Are there too many resources? Are teachers clear about what is required and what is optional?

Teacher feedback is an important part of this process. Teachers know where materials are working and where they are not. Student work should also be part of the conversation. If students are consistently struggling with certain skills, schools should consider whether the curriculum provides sufficient instruction, practice, feedback, and opportunities to apply what they have learned.

Implementation matters too. Even quality materials will not help much if teachers do not have time to understand them, plan with them, and use them well. Curriculum decisions should include professional development, collaboration time, and a clear plan for how the materials will be used.

Making Curriculum Decisions That Support Learning

Curriculum decisions should make instruction clearer, not harder to manage.

An effective core curriculum gives schools the foundation for what students need to learn. It also creates consistency across classrooms and grade levels. Supplemental curriculum provides support where needed, helping teachers fill gaps, provide extra practice, extend learning, or connect lessons to real-world examples.

Both are valuable when they are used for the right reasons.

The important part is making sure they work together. Teachers should know which materials guide instruction and which materials support instruction. School leaders should know why resources were selected and how they connect to student needs. Students should experience learning that feels connected and organized.

That is why core vs supplemental curriculum��should not be treated as only a purchasing decision. It should be part of a larger conversation about instruction, student learning, teacher support, and district priorities.

Schools do not need more materials just to have more materials. They need the right materials, used in the right way, with enough support to make them work.

That is what leads to better learning.

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New Teacher Orientation & Onboarding Guide for School Leaders

Michael Healey — Mon, 18 May 2026 18:13:39 +0000

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An Educator’s Guide to Annual Strategic Planning for Schools

Michael Healey — Thu, 14 May 2026 20:05:35 +0000

Key takeaways

Strategic planning should give schools a clear direction by connecting goals to action, budgets, communication, and follow-through.
The most effective strategic plans focus on a small number of meaningful goals that reflect the school’s actual needs, not the latest trend.
Strategic planning for education only works when leaders involve staff, monitor progress, make adjustments, and build on what worked from year to year.

Each school year begins, or at least should begin, with a plan. Some of that plan is usually visible right away. For example, calendars are approved, teacher and student schedules are created, teachers prepare classrooms, and families receive supply lists and annual back-to-school information every summer. But the most important planning often happens behind the scenes, starting long before the first day of school.

For school leaders, this type of planning is not just about organizing the year. It is about setting direction.

That is why planning for schools matters. An effective annual plan helps a district or school stay focused on what matters most, even when the year gets busy, complicated, or unpredictable. It connects goals to action and helps staff understand priorities. It gives families and communities confidence that decisions are being made for a reason and with a specific purpose.

Annual planning is also important because school districts are being asked to manage increasingly complex issues. Districts are thinking about safety, student achievement, attendance, mental health, technology, budget pressures, effective communication, and future readiness. None of those areas can be improved by accident. They require focus, coordination, and follow-through.

A well-designed strategic plan will not solve every problem, but it can help school leaders make better decisions when challenges come up. It gives the district or school a clear guide for what to prioritize, fund, and communicate.

How to Plan and Execute Your Annual Strategic Plan for Your School

Start With Where You Are Now

Strategic planning for education should begin with a clear understanding of where the school is right now. Before setting future goals, leaders need to take an honest look at current strengths, challenges, and opportunities.

This doesn’t have to be a complicated process, but it does need to be based on real information. Review student achievement data, attendance trends, discipline patterns, graduation or promotion data, survey results, staffing needs, curriculum implementation, family engagement, and budget realities. Just as importantly, talk to people and listen to teachers, support staff, students, families, and community partners.

This is also the point where school leaders should be willing to ask the hard question: how can we improve schools in ways that will actually make a difference for students?

Focus on a Small Number of Clear Goals

That question should not lead to a long list of disconnected initiatives. In fact, one of the biggest mistakes schools make in annual planning is trying to do too much. When everything becomes a priority, nothing really is. A better approach is to identify a small number of meaningful goals that align with the district’s mission and your school’s current and future needs.

For example, one school might focus on improving student attendance, increasing student engagement, or strengthening academic intervention systems. Another school might need to focus on curriculum alignment, school culture, or career readiness. Whatever the focus, the goals should reflect the school’s actual needs, not just the latest educational trend.

Once these goals are identified, they need to be written in clear, understandable language. Staff, families, and board members should be able to understand what the school is trying to accomplish without needing a detailed explanation. This is important because a strategic plan should not only be a guiding document, but it should also be a communication tool.

Connect Your Goals to Action

After goals are set, school leaders need to identify the specific actions that will support them. This is where planning often becomes more difficult. It is easy to say a school wants to increase reading scores, improve attendance, or strengthen school culture. The harder part is identifying the specific steps that need to happen in classrooms, grade-level meetings, professional development sessions, schedules, and budgets to make these improvements possible.

For each goal, identify the major actions that need to take place.�� If the goal is to improve attendance, the plan might include early warning systems, outreach protocols, student support meetings, family engagement, and regular data reviews.

A plan should also be very clear about who is responsible for each action. This does not mean that one person is responsible for ensuring the goal’s success. But someone needs to monitor progress, organize next steps, and make sure the focus does not fade as the school year gets busy.

Build the Budget Around the Plan

The annual budget should also be part of the planning conversation from the beginning. Too often, schools create plans and then later try to figure out how to pay for them. From my perspective, a better approach is to let the priorities drive the budget, not the other way around. When staffing, resources, professional development, and technology needs are integrated into the plan early, leaders can make more informed decisions and avoid spending money on items that do not support the work.

This is especially important when districts are making decisions about instructional materials, technology, and professional learning. A k-12 online learning platform or other digital resource can support teaching and learning, but only when it is connected to clear instructional goals and teachers have the support to use it well. Technology should not be added simply because it is available. It should help solve a real instructional need.

The same is true when evaluating curriculum and resources. If a school is reviewing instructional materials, leaders should consider how those materials support standards, student engagement, differentiation, and teacher implementation.

Involve the People Doing the Work

Thoughtful strategic planning for education also depends on involving staff in meaningful ways. Teachers and staff are much more likely to support a plan when they understand why it matters and how it connects to their work. That does not mean every decision has to be made by committee, but it does mean people should have opportunities to provide input, ask questions, and understand how their role fits into the school’s overall direction.

Communicate the Plan Throughout the Year

Communication is one of the most important parts of execution. A strategic plan should not be introduced once and then forgotten. Leaders should talk about the plan throughout the year in faculty meetings, leadership team meetings, board updates, newsletters, and community conversations. The message does not need to be complicated. It should be consistent and include things like:

Here is what we are working on.
Here is why it matters.
Here is what we have done so far.
Here is what comes next.

That kind of communication builds trust. It also helps schools stay focused when new issues arise. Every school year brings unexpected challenges. A clear plan gives school leaders a way to decide whether a new idea, request, or initiative supports the school’s direction or detracts from it.

Monitor Progress and Adjust

Monitoring progress is another essential part of the annual strategic planning process. Annual strategic plans should include regular, scheduled check-ins, not just one end-of-year review. Depending on the goal, school leaders may choose to review data monthly, quarterly, or at key points throughout the year. The purpose is not to create more paperwork or meetings. The purpose is to see whether the plan is working and make adjustments when needed.

For example, if a school is working to improve attendance, school administrators should not wait until June to review attendance data. They should plan to monitor patterns throughout the year and respond as needed.

Meaningful annual planning also requires honest assessment. If something is not working, school leaders need to say so and adjust. That does not mean scraping the whole plan every time there is a challenge. That does not mean scrapping the whole plan every time there is a challenge. It means being willing to adjust the steps while staying focused on the larger goal.

Reflect Before Starting Over

Annual planning should also include reflection and discussion. At the end of the year, school leaders need to review what worked, what did not, and what work should continue. This should include both data and feedback from the people closest to the work. Teachers, support staff, students, and families can provide valuable insight into whether the plan made a difference.

Reflection also helps schools from starting over every year. Strong planning should be progressive and build from year to year. Some goals may continue. Others may shift. New needs may emerge. But the process should create momentum, not a cycle of disconnected initiatives.

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Turning the Plan Into Progress

Annual planning, in my opinion, is one of the most important responsibilities of school leaders. It helps turn ideas into action and gives staff, students, and families a clearer sense of direction. It is also where real change and improvement begin.

The best plans are not clear, focused, honest, and useful. They help school leaders make decisions, support teachers, communicate priorities, and keep student needs at the center of the work.

For school administrators, the goal of planning for schools should be simple: know where you are, decide where you need to go, and build a realistic plan to get there. When schools do that well, strategic planning for education becomes more than a document. It becomes part of how the school improves, one decision at a time.

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10 Ways to Use AI in the Classroom: A Guide for Educators

Heather Hinde — Thu, 16 Apr 2026 17:56:34 +0000

Key takeaways

Drafting Partner: Use AI as a personal assistant to quickly draft lesson plans, rubrics, and supportive instructional materials.
Professional Oversight: You are the expert! Always review and adjust AI content to ensure it fits your students' unique needs.
Data Privacy: Stay responsible by protecting student privacy and following your district’s specific AI policies and guidelines.

When using AI in the classroom, it comes down to clear, detailed prompting to get what you want, so you can refine, improve, and customize the materials you request. Below are 10 AI in the classroom examples, with guidance to responsible use that any educator should consider when using AI in the classroom.

10 Ways to Use AI in the Classroom

1. Class Management & Building the Foundation

How it helps:
AI can help you think through systems you may want to implement in your classroom. It can use context from your prompts and chats to suggest routines and expectations based on your descriptions of your students’ needs. Used well, AI can feel like a personal assistant, but keep in mind that it does not remember everything perfectly, so it helps to restate important details as you go.

How to do it:
Stay organized. If you are using ChatGPT, consider creating one dedicated project or workspace for a class, such as “3rd Grade 2026–27,” so you can keep your planning in one place. Start by sharing broad classroom context, such as grade level, class size, language needs, and learning supports, without including private student information. That context can help AI generate routines, supports, and lesson ideas that are more relevant to your classroom.

Responsible Use Guide:
When using AI in the classroom, be mindful of what works best for your students, but don’t share specific personal student data. Keep in mind that AI tools may retain or process the information you enter, so it’s important to follow your district’s policies before using them in the classroom. Also, remember AI is not a tool to use in isolation. You know your students best, and not every AI-generated idea will work given your students’ needs or strategies you have already tried. Reflection and adjustment are key to strong teaching.

2. Substitute Plans

How it helps:
AI can help you create plans for substitutes quickly by organizing schedules, writing clear directions, and suggesting lessons. It helps save time because you don’t need to start from scratch.

How to do it:
Start by sharing your daily schedule, either by typing it out or using voice input. Include routines, expectations, materials, and any other classroom details that would help create a useful draft. Once the plan is generated, review it for accuracy and make adjustments. This can give you a solid starting foundation for your plans. Be sure to handle any student health, medical, or support needs according to school or district policies, and avoid entering private student information into AI tools unless approved.

Responsible Use Guide:
It’s important not to share personally identifiable information. You can avoid this by using students’ initials, and when you print the plans, you can handwrite names or keep a cheat sheet with names and initials in your substitute folder. Another important step is to review for accuracy. Make sure the directions are clear and realistic for a substitute.

3. Parent Communication

How it helps:
Using AI in the classroom can go beyond correcting or generating a newsletter. It can help teachers, administrators, and grade-level teams find the right words when communicating with parents, generate creative ideas to support family engagement, and help explain learning standards to families.

How to do it:
When considering prompts for communicating with families, be specific about the purpose and tone. For example, you might ask AI to create a short, family-friendly survey to gather input on classroom communication or student support.

If you are using Canva, you can use its AI features to translate newsletters into different languages, helping you reach all families. You can also use tools like Copilot or ChatGPT to draft messages, refine tone, or organize your ideas before sending.

When generating emails to a parent, you can start by outlining key points, then use AI to make the message clearer and more approachable.

Responsible Use Guide:
Always take time to review and adjust the message so it reflects your voice and includes any specific details your families need. Make sure all communication protects student privacy and accurately represents your classroom.

4. Grading

How it helps:
Some examples of using AI in the classroom for grading include creating rubrics, exemplars, and structured feedback. It can also save time by clarifying learning expectations for students.

How to do it:
Be specific when prompting. For example, instead of saying “create a rubric,” try:
“Create a 4-point rubric for a 5th-grade opinion writing piece aligned to the Common Core Standards (insert the standards you are covering). Be sure to use clear, student-friendly language.”

You can also paste in a student task or standard and ask AI to generate a rubric or sample response. From there,carefully review the outputs and adjust the language to match what is already in use in your classroom.

Responsible Use Guide:
Remember to review carefully to make sure the standard or objective is broken down in a reasonable way. AI is a support tool, and you may need to make multiple adjustments to your prompts to achieve exactly what you are looking for.

5. Teaching Goals and Feedback

How it helps:
AI can support your professional growth by helping you create, organize, and refine your professional development plan. It saves time and helps you align your goals with your school or district expectations.

How to do it:
You can use AI to help develop your professional development plans. For example, if your school requires SMART goals, you can start by sharing a general goal and asking AI to rewrite it into a clear, measurable SMART goal.

You can also ask AI to help you break that goal into manageable steps. For example:
“Create four check-in points throughout the year to monitor progress on this goal.”

If you’re working with a grade-level team or have shared goals, you can include that in your prompt and ask AI to help differentiate your plan based on your specific role or students.

Other ideas for using AI for professional development include:��

Search for relevant PD opportunities
Generate ideas for support I might need
Break my growth into smaller, actionable steps across the year

AI gives you a strong starting point, and then you can adjust it to fit your actual work and expectations.

Responsible Use Guide:
Your professional growth plan should reflect your real practice. Always review and revise so it aligns with your school goals and your students’ needs.

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6. Creating & Locating Instructional Materials

How it helps:
AI saves time and helps you quickly generate materials and find resources. It makes it easier to support multiple levels in a single lesson or target specific skills.

How to do it:
Start with your standard or objective. Then ask for variations of a particular task you are trying to differentiate.

For example, “Create three versions of this math task: below grade level, on level, and above grade level.”

When using AI in the classroom, you can create quick exit tickets, anchor chart ideas, or small group tasks. You can paste a lesson into AI chat and ask it to simplify directions for ELL students or add vocabulary supports. From there, you may need to adjust the wording to match how you teach and what your students are used to.

Responsible Use Guide:
Remember that you are the expert. Review and revise as needed to ensure the generated materials align with your standards and expectations.

7. Lesson Planning – Individual & Whole Group

How it helps:
Using AI in the classroom helps organize your thinking and gives you a strong starting point, especially when you are short on time.

How to do it:
You can ask AI to generate a lesson outline based on a standard or topic. For example:
“Create a 45-minute math lesson on fractions for a mixed 4th/5th-grade class with small group rotations.”

You can share your schedule and ask AI to help structure timing or suggest small-group rotations based on the number of students or their skill levels. If you’re stuck, you may want to ask for multiple activity ideas and choose the one that fits your students best. You can also ask it to generate an intervention that relates to the lesson.

Responsible Use Guide:
Avoid copying and pasting lessons directly. Treat AI-generated lessons as drafts to ensure they align with your curriculum, pacing, and student needs.

8. Data and Documentation

How it helps:
AI helps organize information and quickly summarize patterns. This can support intervention planning and team meetings by helping you see trends you might not notice right away.

How to do it:
Instead of entering detailed student data, summarize trends such as:
“Several students are struggling with multi-step word problems and showing gaps in multiplication fluency.”

Then ask:
“What intervention strategies would you suggest?”

You can also use AI to draft meeting notes to organize your thinking before a data conversation. When working with others, you can record ideas and ask AI to help summarize, group themes, or suggest next steps based on what was discussed.

Responsible Use Guide:
Double-check for accuracy before proceeding. Do not enter student names or private data. Even anonymized data can be identifying if the group is small. Follow district policies to ensure student and staff data are protected.

9. Emails

How it helps:
Emails take time. Documentation takes time. AI helps you get started faster while staying clear and professional.

How to do it:
Ask AI to draft a message and be specific about tone. For example:
“Write a friendly but professional email to a parent explaining their child needs extra support in reading.”

Always revise before sending and add specific details such as context, meeting times, calendar invites, or links.

Responsible Use Guide:
Always review before sending and make sure the message reflects your voice while protecting student and family information.

10. Collaboration

How it helps:
AI can support team conversations, offer neutral ideas, and help turn lessons into multiple classroom projects. It can help teams organize thinking and support systems such as MTSS, behavior, and planning.

How to do it:
Start with a clear team goal. For example:
“We need ideas for improving small group instruction during the math block.”

Then use AI to generate options or questions to guide the discussion. You can also use AI to analyze a lesson and suggest ways it could be adapted across classrooms or to meet different student needs.

Responsible Use Guide:
AI does not replace collaboration. The team makes the decisions. Use your professional judgment together and keep student needs at the center.

Overall, AI is an increasingly used tool in education. When used intentionally and responsibly, it can support teachers and improve efficiency. I hope these classroom examples are helpful as you continue to build your use of AI.

At the same time, it is important to stay grounded in research-based practices. Educational resources provide high-quality, engaging lessons for K–12 teachers.

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Teacher Observation Guide: Process, Tips, and Feedback

Key takeaways

Shifting the perspective of teacher observations from one of “surveillance” to one of trust will have a positive impact on teacher growth and development, as well as student academic outcomes.

The evaluation tool or rubric being used for formal teacher observations should be shared and reviewed with teachers at the start of the school year so that specific expectations are clear.

The number of teacher evaluations conducted each year will vary for different types of teachers, with new, inexperienced, and struggling teachers having more formal observations than veteran teachers.

What is Teacher Observation?

What Are the Different Types of Teacher Observation?

Formal Teacher Observation

Informal Teacher Observation

Walk-Through

Peer Evaluation

Self-Evaluation

What Is the Teacher Observation Process?

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How Do You Give Feedback to a Teacher After Observation?

Celebrate

Give specific, actionable, and timely feedback

Encourage reflection

Collect data to support the evaluation tool or rubric

Avoid judgment

Build trust

Maintain confidentiality

Be compassionate

How Many Observations Should a Teacher Have?

10 Effective School Improvement Ideas for Education Leaders

Key takeaways

School improvement works best when schools clearly define the problem before choosing a solution.

Strong school improvement ideas keep instruction, student support, teacher collaboration, family communication, and school climate connected to daily practice.

Schools do not need to do everything at once. They need clear priorities, consistent follow-through, and enough time to see whether the work is making a difference.

Why Is School Improvement So Important?

10 School Improvement Ideas

1. Start with a Clear Understanding of the Problem

2. Keep Instruction at the Center

3. Use Data to Guide the Next Step

4. Strengthen Teacher Collaboration

5. Help Students See Why Learning Matters

6. Build Support Systems That Catch Problems Early

7. Improve Communication with Families

8. Make Professional Learning More Useful for Teachers

9. Build a School Climate Where Students Feel Connected

10. Choose Fewer Priorities and Follow Through

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Moving From Ideas to Action

Principal Interview Questions: How to Prepare and Succeed

Key takeaways

Principal interviews require candidates to show how they think, make decisions, support teachers, and keep students at the center.

Strong answers use specific leadership examples that explain what you did, why you did it, and what changed as a result.

Preparation should include researching the school, practicing common and scenario-based questions, and sounding prepared without sounding rehearsed.

15 Principal Interview Questions (With Sample Answers)

1. Why do you want to be the principal of this school?

2. How would you describe your leadership style?

3. What does an effective school look like to you?

4. How would you improve student achievement?

5. How do you use data to guide school improvement?

6. How would you strengthen teaching and learning across the school?

7. How would you support a teacher who is struggling?

8. How would you build a positive school environment?

9. How would you handle student discipline?

10. How would you ensure every student has the opportunity to succeed?

11. How would you build strong partnerships with families and the community?

12. Tell us about a difficult decision you made.

13. How do you handle conflict among staff members?

14. How would you lead the school through a major change?

15. What would your first 90 days as principal look like?

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How to Prepare for a Principal Interview

What Interview Committees Are Really Looking For

5 Largest Education Trends for the 2026-2027 School Year

Key takeaways

2026-2027 Education Trends will require schools to focus on the changes that matter most, not every new tool, program, or initiative.

AI, flexible learning, and new graduation pathways will require clear expectations so students are supported without lowering standards.

Students need learning that connects to life beyond school, including career readiness, real-world application, and the ability to manage challenges and responsibilities.

Responsible AI and Digital Literacy

More Meaningful Graduation Pathways

Personalized and Flexible Learning

Learning Beyond the Traditional Classroom

Embedded Student Well-Being and Readiness Skills

Preparing for the 2026-2027 School Year

Discover the Latest Education Data

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