Which practice by school leaders most effectively improves teacher practice and student learning?

Conducting regular classroom observations and providing timely feedback is a highly effective practice for improving both teacher practice and student learning. This approach creates a structured opportunity for school leaders to engage with teachers directly in their instructional environments.

Through classroom observations, leaders can gain first-hand insights into teaching methods, classroom management, and student engagement. Providing timely feedback allows for specific, actionable suggestions that teachers can implement immediately. This immediate connection helps reinforce effective strategies and address any areas of concern on the spot, which can lead to quick adjustments in teaching practices.

Moreover, regular observations foster a culture of continuous improvement and professional development. When teachers know they will be observed frequently and receive constructive feedback, they are more likely to reflect on their instructional strategies and be open to making necessary changes to enhance student outcomes. This ongoing dialogue between leaders and teachers about instructional practices promotes a collective focus on student achievement, ultimately leading to better learning experiences for students.

The other practices are valuable in their own right but do not have the same direct impact on instructional quality. For instance, reviewing student performance data is essential for understanding overall trends and needs, but without the contextual insights that observations provide, it lacks the immediacy and relevance to individual teaching practices. Similarly, self-assessment surveys can help teachers