Lots, but let's concentrate on one. The evidence shows that if school leaders see themselves as “evaluators” then they are likely to have the highest chance of shifting the mindframes of teachers towards greatest impact on student learning. These school leaders need to be clear about what it is that they want students to know and be able to do and knows what the success indicators are.
- How do I know this is working?
- How can I compare ‘this’ with ‘that’?
- What is the merit and worth of this influence on learning?
- What is the magnitude of the effect?
- What evidence would convince you that you are wrong?
- Where the evidence that shows this is superior to other programs?
- Where have you seen this practice installed so that it produces effective results?
- Do I share a common conception of progress?
By developing evaluation plans about the impact of teaching and learning, then your own effects can lead to others seeing the value of these questions, providing evidence about the impact on student learning and teachers teaching, and create a healthy respect for ensuring all making the difference.