Preparing for Excellence This Coming School Year: Summer Planning to Strategically Transform Classroom Instruction (Part I)

Preparing for Excellence This Coming School Year:

Summer Planning to Strategically Transform Classroom Instruction (Part I)

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Dear Colleagues,

Introduction

   This is the first in a five-part Blog Series on what schools can do right now to strategically prepare for the coming new school year in the areas of:

• Quality Instruction,
• Discipline and Classroom Management,
• Multi-tiered Services and Supports,
• Staff Cohesion and Collaboration, and
• School Climate and Student Engagement.

   These are five core areas that are most-predictive of effective schools with strong and sustained student academic and social, emotional, and behavioral outcomes.

   While some may say—here in June as the current school year sunsets:

“It’s time for vacation.”

   Truly, right now, for effective schools:

“It’s time for preparation.”

   And this preparation centers around the question:

“Will your district, school, or educational organization be ready, come August, to (a) extend its strengths, (b) address its weaknesses, and (c) close its gaps, as it (d) (re)positions its staff and acquires the needed resources to move to the next level of excellence?”

Prologue: A (Past) Tale of Two Needy Middle Schools

As the school year drew to a close and the echoes of graduation ceremonies faded into summer quiet, two middle schools in the same district found themselves standing at critical crossroads. Both Jackson and Roosevelt Middle Schools had concluded the academic year grappling with remarkably similar challenges that are all too familiar in today's educational landscape:

Declining student attendance and engagement across the grade levels, Inconsistent academic productivity with dramatic differences from classroom to classroom, and Learning outcomes that were well short of both state standards and community expectations.

The Spring assessment data reinforced the troubling stories: Failing reading comprehension scores, mathematics achievement with persistent and concerning gaps, and climate surveys revealing disconnected students who felt unprepared for High School.

Teachers reported frustration with classroom management issues, inconsistent implementation of curricular standards, and the persistent feeling that—despite their best efforts—they weren't reaching all students effectively.

As the summer “break” began, the leadership approaches at these two schools diverged dramatically, setting the stage for vastly different outcomes when students returned in August.

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At Jackson Middle School (a pseudonym), the Principal and her School Leadership Team (SLT) and others engaged in a series of research-based  school transformation actions. Two days after the last day of school, the SLT—including assistant principals, committee co-chairs and department heads, the guidance counselor, special education teachers, and general education representatives from each grade level—began an intensive analysis and strategic planning process for two full weeks.

During these two weeks, they objectively and systematically analyzed grade-level and student subgroup data and artifacts from the school’s Data Dashboard—completing a forensic analysis that identified pivotal problems and their root causes.

They also examined (a) classroom observation data—looking for patterns in instructional effectiveness, student engagement strategies, and classroom management approaches; and (b) lesson plans, assessment practices, and other evidence of successful differentiated instruction. These analyses were completed at the individual teacher, grade level, and academic department levels.

By mid-June, clear patterns emerged. Some teachers consistently produced strong student outcomes through engaging instruction and effective classroom management, while others struggled with fundamental pedagogical practices. Some grade-level teams collaborated effectively to support student learning, while others functioned more as isolated collections of individual teachers. The analysis also revealed that instructional support staff—special education teachers, reading specialists, and counselors—were working hard, but not always in coordination with classroom instruction.

Armed with this comprehensive data-driven analysis, Jackson Middle School’s SLT developed targeted Action Plans that extended throughout the summer months. With previously-secured funding, intensive sessions began to implement the Action Plans, focusing on design and implementation, and professional development and staff learning. In addition, mentoring partnerships pairing highly effective teachers with colleagues needing specific support were established, creating vehicles for ongoing collaboration and growth for the new school year. Finally, a comprehensive onboarding process for the school’s new hires—and all other untenured staff—was prepared and scheduled for the entire school year, beginning with the new-school-year orientation.

The SLT also created detailed plans to align the curriculum, recognizing that scattered instructional approaches were contributing to inconsistent student outcomes. Monthly virtual check-ins occurred with all staff throughout July, balancing the need to maintain connection and build momentum while simultaneously respecting everyone’s need for some summer downtime.

By the end of June, Jackson Middle School had established clear goals, allocated resources strategically, and created the accountability systems needed to sustain its planned improvement efforts. This proactive approach positioned Jackson Middle for meaningful improvements that would extend far beyond surface-level changes.

When school reopened, staff returned with increased confidence, enhanced skills, and layers of collaborative support systems. Students encountered more engaging instruction, clearer expectations, and educators who were prepared to facilitate their success. The investment in the comprehensive summer planning and implementation process created the momentum that drove improvements in classroom instruction, student achievement, and school climate during the subsequent academic year.

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In stark contrast, Roosevelt Middle School's Principal and SLT, despite facing the same challenges as those in Jackson Middle School, decided to postpone any comprehensive strategic planning until the traditional three pre-service days in August. Their collective reasoning reflected common, but counterproductive, thinking: That (a) staff needed a complete mental break from school-related work; (b) summer planning would interfere with colleagues’ vacation time; and (c) intensive preparation could wait until everyone returned refreshed and ready to work in August.

This laissez-faire approach ignored decades of research on change implementation and professional development effectiveness. The belief that meaningful school improvements could be designed and implemented in the short and intense August pre-service days reflected a fundamental misunderstanding of how complex educational systems transform. Indeed, the decision to wait until August left Roosevelt Middle School with virtually no time to collect and analyze the needs assessment data and information—that Jackson Middle School evaluated in June—much less develop and begin to implement strategic Action Plans to drive school improvements.

This approach resulted in (a) generic—rather than incisive—professional development during the new school year; (b) inadequate time to build strong, collaborative staff relationships, and the shared understanding needed to implement new practices effectively; and (c) a “build the airplane in the air while flying” mentality that undermined the deep learning required to meaningfully change the school’s instructional practices.

Given all of this, Roosevelt Middle School's teachers and other staff entered the new school year with the same knowledge, skills, and resources they left with in June. Moreover, the planning, discussions, and change strategies that were delayed until August were seen as additional burdens, rather than exciting opportunities for growth. As a result, staff experienced implementation anxiety, rather than confident anticipation, and they started the year in a reactive, rather than a proactive, mode.

The Characteristics of Effective Classroom Teachers

   While both Jackson and Roosevelt Middle Schools needed to address all five of the school improvement characteristics that this five-part Blog Series will address (i.e., Quality Instruction, Discipline and Classroom Management, Multi-tiered Services and Supports, Staff Cohesion and Collaboration, and School Climate and Student Engagement), we have to start somewhere.

   And there is nowhere better to start—relative to both research and practice—than effective, high-quality classroom instruction. . .

   Decades of rigorous educational research—involving longitudinal studies, meta-analyses, and comprehensive reviews of effective practice, have identified remarkably consistent patterns among teachers who reliably produce strong student outcomes across all grade levels, demographic contexts, and academic subject areas. Understanding these research-validated characteristics enables school leaders to make informed decisions about hiring, professional development, and the support systems needed to for ongoing teacher evaluation and pedagogical growth.

   Supported by observations, interactions, and evaluations from this past school year (and earlier, as needed), School Leaders right now should functionally assess every one of their instructional and support teachers—returning this coming school year—comparing them to the effective teaching characteristics below. Anchoring these assessments should be the outcomes of the students taught by each respective teacher.

   The results of this analysis will help School Leaders plan and implement the strategic activities needed—starting this Summer—to (as above) bring their school (and instructional staff) to the next level of excellence. . . and the next level of proficiency for all of the students that they teach.

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The Core Characteristics of Effective Teachers

   Based on the decades of rigorous educational research above, the core characteristics of effective teachers are:

• Strong Content Knowledge and Pedagogical Expertise. Effective teachers demonstrate a deep, nuanced understanding of their subject matter that extends far beyond basic curriculum standards or requirements.

This isn't simply knowing content or procedures; it is understanding the conceptual frameworks, historical development, and interconnections within their disciplines. For example, elementary teachers should possess the comprehensive knowledge of literacy development, mathematical concepts, scientific inquiry, and social studies themes. Secondary teachers should demonstrate sophisticated understanding of their specialized content areas.

Equally important is pedagogical content knowledge—understanding how to make subject matter accessible to diverse learners. Effective teachers know which concepts students typically find challenging, what misconceptions commonly arise, and which instructional strategies work best for different learning objectives. They understand developmental progressions and can sequence learning experiences, building systematically toward individual student mastery. This expertise enables them to provide clear explanations, design meaningful activities, and adapt instruction based on student responses.

Critically, pedagogical research demonstrates that content knowledge alone is insufficient relative to instructional excellence. Teachers must also understand how students learn specific subject matter. The most effective teachers continuously expand both their content knowledge and their understanding of effective pedagogical approaches, staying current with developments in their fields while refining their instructional practices.

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• High Expectations Coupled with Appropriate Support. Effective teachers maintain rigorous academic standards while providing the scaffolding, differentiation, and support necessary for success for every student’s learning approach and needs.

This characteristic reflects a fundamental belief that all students can achieve at high levels, especially when instruction is effectively differentiated and students are strategically grouped according to the material and their skills. Effective teachers don't lower expectations for students facing challenges; instead, they intensify support and modify approaches to help students reach ambitious goals.

High expectations manifest in multiple ways: Challenging assignments that require critical thinking, consistent accountability for quality work, and a refusal to accept inadequate effort as satisfactory. These expectations, however, are accompanied by systematic support structures. Effective teachers provide clear rubrics, model expected performance, offer multiple opportunities for practice and revision, and create classroom environments where a student’s struggle is viewed as a part of learning, rather than evidence of inability.

Research shows that the combination of high expectations with appropriate support produces significantly better outcomes than either component alone. Teachers who maintain high standards without adequate support foster student frustration and learned helplessness. Teachers who provide systematic support without challenging expectations limit student growth and achievement.

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• Systematic Use of Data to Inform Instruction. Effective teachers are sophisticated consumers of multiple forms of student data, going far beyond standardized test scores to include formative assessments, observational data, student work analysis, and informal feedback. Understanding that data collection without analysis and action is meaningless, they develop systematic approaches for gathering, interpreting, and responding to information about student learning.

These teachers use pre-assessments to determine whether students have the prerequisite skills to begin new instruction, formative assessments to monitor progress during scaffolded learning lessons, and summative assessments to evaluate mastery and plan next steps. They also analyze student work samples to identify patterns of understanding and misconception, adjust pacing and emphasis based on evidence of student needs, and provide targeted interventions for students requiring additional support.

Most importantly, effective teachers involve students in data analysis and goal-setting, helping learners to understand their own progress and take ownership of their growth and accomplishments. This creates a classroom culture where data is viewed as helpful information rather than judgmental evaluation, motivating students to self-assess and to actively seek improvement.

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• Consistent Classroom Management and Positive Climate/Relationships. Effective teachers create learning environments that are both structured and supportive, with clear expectations and procedures that enable learning while facilitating positive student connections and relationships. Their classroom management is proactive rather than reactive—preventing problems through good planning, early responses, and relationship-building interactions, rather than responding to disruptions after they occur.

These teachers establish, teach, and reinforce clear routines and procedures that students understand and follow, creating predictable environments where learning routinely and organically occurs. They communicate expectations clearly, model appropriate behavior, and provide consistent feedback about both academic and behavioral performance. Most importantly, their classroom management is based on respect and relationship, rather than power and control.

Research reinforces that effective classroom management is inseparable from good instruction. Teachers who engage students in meaningful learning activities experience fewer behavioral problems, while those whose lessons lack purpose or appropriate challenge often struggle with management issues regardless of their disciplinary procedures.

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• Continuous Reflection and Professional Growth. The most effective teachers are perpetual learners who regularly examine their practices, seek feedback from multiple sources, and actively pursue opportunities for professional growth and improvement. They view teaching as a complex craft requiring ongoing refinement rather than a set of skills mastered once and applied repeatedly.

These teachers engage in systematic reflection about their instructional practices, student outcomes, and professional interactions. They seek feedback from colleagues, administrators, students, and parents, using this information to identify areas for improvement and growth. They participate actively in professional development opportunities, join professional organizations, and pursue additional training and education relevant to their work.

Dedication to continuous growth also involves staying current with educational research, trying new instructional strategies, and adapting practices based on data that validates their effectiveness. Effective teachers are willing to abandon comfortable but ineffective practices in favor of approaches that better serve student learning, even when change requires significant effort and risk-taking.

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• Effective Communication and Collaboration. Outstanding teachers understand that education is fundamentally a collaborative enterprise requiring strong partnerships with colleagues, families, and support staff. They communicate clearly and frequently with all stakeholders, sharing information about student progress, classroom activities, and learning goals in ways that build understanding and support.

With colleagues, effective teachers participate meaningfully in team meetings, share resources and strategies, and contribute to school-wide improvement efforts. They seek advice from more experienced educators while offering support to newer teachers—creating cultures of mutual assistance and shared responsibility for student success.

Family communication is particularly important, with effective teachers maintaining regular contact that goes beyond crisis situations. They provide frequent updates about student progress, suggest ways families can support learning at home, and respond promptly to parent questions and concerns. These teachers understand that strong home-school partnerships significantly impact student achievement and work intentionally to build these relationships.

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• Cultural Responsiveness and Equity Focus. The most effective teachers understand and value the diverse backgrounds, experiences, and perspectives their students (and colleagues) bring to learning.

They recognize that cultural, socioeconomic, religious, gender-identity, and other differences are assets rather than deficits, and they integrate this understanding into building positive and respectful classroom climates and interactions. They also adapt their instruction accordingly to connect with students' prior knowledge and experiences, while expanding their horizons.

Culturally responsive teaching involves understanding how culture influences learning styles, communication patterns, and family expectations. Effective teachers learn about their students' communities and backgrounds, incorporate diverse perspectives into their curriculum, and create inclusive classroom environments where all students feel valued and respected.

This work also requires attention to equity and social justice, ensuring that all students have access to high-quality instruction and support regardless of their backgrounds or circumstances. Effective teachers advocate for their students, challenge biases and stereotypes, and work to eliminate barriers that prevent some learners from achieving their potential.

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   All of these characteristics manifest differently across grade levels while maintaining their essential integrity. Elementary teachers might emphasize relationship-building and foundational skill development—using more concrete examples and providing extensive scaffolding for developing learners. They often serve as primary adult figures in students' school lives, requiring particular attention to social-emotional support alongside academic instruction.

   Middle school teachers face the unique challenge of working with adolescents who are experiencing significant social, emotional, and developmental changes. Effective middle school teachers combine high academic expectations while understanding the psychoeducational impacts of adolescence—creating learning environments that are both challenging and supportive. They often work in interdisciplinary teams, requiring strong collaboration skills and flexibility in coordinating trans-disciplinary curricula.

   High school teachers typically focus more intensively on subject-matter expertise and preparing students for college and/or career post-secondary success. However, the most effective secondary teachers still maintain strong relationships with students and provide appropriate support while preparing them for increased independence and responsibility.

   Regardless of grade level, all effective teachers share fundamental commitments to student learning, professional growth, and collaborative practice. They understand that teaching is complex work requiring ongoing attention to both content expertise and pedagogical skill, and they approach their work with a combination of confidence and humility.

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   When completing the recommended year-end audit of their current staff—using the characteristics above as a guide—administrators and other educational leaders in a school should gather evidence from multiple sources over an extended period of time. The most comprehensive evaluations include classroom observations, student outcome data, peer and student feedback, parent communication records, evidence of professional growth activities, and artifacts demonstrating collaborative practice.

   In the end, three clusters of teachers can be identified:

• Teacher Leaders—Accomplished. Teachers demonstrating consistent, high levels of competence across most of the characteristics above can be considered content, instructional, and/or organizational leaders in the school. . . and potential committee chairs, Leadership Team members, professional development presenters, and coaches or mentors for other colleagues.
• Teacher Leaders—Progressing. Teachers showing strength in some areas and needed growth in others are progressing—with time, targeted professional development, and support—toward higher levels of professional teaching proficiency. These individuals are “on-track,” and represent a core strength of any school.
• Teacher Leaders—Emerging. Teachers lacking proficiency in many of the characteristics above may simply represent newer, alternative certification, or less-well-prepared teachers who need more seasoning and coaching. Or, they may involve teachers who have received—but not responded to—previous support and mentoring. The former group may need a systematic, structured professional development process. The latter may require intensive intervention, or may need assistance transitioning out of the profession.

   Ultimately, the results of these analyses—now in June—can help drive the strategic decisions and Action Plans that result in key teacher-instruction activities—this summer and in preparation for the new school year—that help Accomplished Teachers to serve, Progressing Teachers to advance, and Emerging Teachers to improve.

Characteristics of Effective Teaching Teams

   While guaranteeing the instructional excellence of all individual teachers is essential to school success, teachers also naturally work in departments, grade levels, teams, committees, and other formal and informal groups.

   Thus, knowing the characteristics of effective teaching teams and then evaluating the quality of a school’s most pivotal teams is critical in June so that needed adjustments can be made for August and September.

   The evolution from isolated classroom practice to professional collaboration occurs by design, not chance. Indeed, effective teaching teams differ fundamentally from informal teacher groups. While traditional teacher interactions often focus on sharing resources, commiserating about challenges, or coordinating logistics, research-proven collaborative teams engage in systematic strategies focused on improving instruction and student outcomes.

   The development of effective teaching teams requires intentional leadership, dedicated time, and clear protocols for collaboration. Schools that simply assign teachers to teams without providing training, time, and support systems rarely see meaningful improvements in either collaboration or student outcomes. However, schools that invest in developing truly effective teams often experience transformational changes in professional culture and educational effectiveness.

   The core characteristics of effective teaching teams include:

• Shared Vision and Collective Responsibility for Student Success. The foundation of effective teaching teams is a collectively developed and deeply held belief that all team members share responsibility for the success of every student they serve, not just those assigned to individual classrooms. This represents a fundamental shift from traditional concepts of teacher autonomy and individual responsibility toward collaborative accountability for shared outcomes.

Shared vision development involves extensive dialogue about beliefs, values, and goals relative to student learning. Effective teams spend significant time early in their development discussing their beliefs about how students learn, what constitutes academic and social-emotional success, and how their collective efforts can support improved instructional and student outcomes.

Collective responsibility manifests in multiple ways: Teams analyze all students' data together, share strategies for supporting struggling learners, and celebrate improvements regardless of which teacher's classroom produced the gains. When students experience difficulties, the team approaches it as a shared challenge requiring collaborative rather than individual teacher problem-solving. This collective approach often results in more creative and effective solutions while reducing the isolation that many teachers experience when facing challenging situations.

Research demonstrates that teams with genuine shared vision and collective responsibility produce significantly better student outcomes than groups of individually-skilled teachers working alone. The synergy created through truly collaborative approaches enables teams to accomplish more than the sum of their individual efforts.

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• Regular, Focused Collaboration Time with Clear Protocols. Effective teaching teams require dedicated, protected time for meaningful collaboration, along with structured protocols that ensure this time is used productively. Random or sporadic meetings rarely produce significant improvements in instruction or student outcomes, regardless of participants' good intentions and professional commitment.

Regular collaboration means consistent, frequent meetings scheduled at times when participants can focus fully on the work without competing demands. Weekly meetings are typical, though some teams meet more frequently for specific purposes. The key is consistency and predictability, allowing teams to build momentum and maintain a laser focus on improvement goals over time.

Focused collaboration, then, requires clear agendas, defined outcomes, and systematic protocols or rubrics to examine student work, analyzing assessment data, and planning lessons collaboratively, or addressing specific student needs. Effective teams use protocols that structure their conversations, ensuring that discussions remain productive and outcome-oriented rather than devolving into complaint or superficial sharing sessions.

Critically, teams that meet regularly but lack focus often become frustrated and abandon collaborative efforts. Those using structured protocols resulting in meaningful student and staff outcomes maintain and extend their commitment, momentum, and productivity.

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• Data-Driven Decision Making and Transparent Sharing of Results. Outstanding teaching teams make extensive use of multiple forms of data to guide their instructional decisions and measure their effectiveness. This goes far beyond looking at standardized test scores once or twice yearly to include the systematic collection and analysis of formative assessment data, student work samples, observational information, and other indicators of learning progress.

Effective instruction-focused teams develop shared assessments that enable them to compare student performance across classrooms, identify effective instructional strategies, and target areas needing additional attention. They create common rubrics for evaluating student work, ensuring consistency in expectations and providing opportunities to calibrate their judgment about student performance levels.

Perhaps most importantly, these teams transparently share results, including both successes and areas of needed improvement. This requires high levels of trust and professional maturity, as team members must be willing to acknowledge when their students aren't achieving desired outcomes, and to accept constructive assistance from colleagues. Teams that create cultures of openness and mutual support often solve problems more quickly and effectively than those where teachers feel pressured to appear successful regardless of actual student outcomes.

Data-driven decision making also involves using evidence to modify instructional approaches, adjust pacing and emphasis, and design targeted interventions for students needing additional support. Teams that collect data but don't act on findings rarely see improvements in student outcomes. Those that systematically adjust their practices based on evidence experience continuous improvement in their effectiveness.

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• Complementary Skills and Distributed Leadership. The most productive teaching teams intentionally develop and utilize the diverse strengths that different members bring to their collaborative work. Rather than assuming all team members contribute equally in all areas, effective teams identify individual expertise and create structures for sharing and building on these strengths.

Complementary skills might include specialized knowledge in areas like technology integration, differentiated instruction, behavior management, assessment design, or family engagement. Some team members might excel at data analysis, while others have particular gifts for creative lesson design or relationship building with challenging students. Effective teams inventory these strengths and create opportunities for members to learn from each other.

Distributed leadership means that different team members take leadership roles based on their expertise and the team's needs rather than relying on a formal hierarchy or seniority. The teacher with the strongest technology skills might lead efforts to integrate digital tools, while the colleague with extensive assessment knowledge guides the team's work on developing common measures. This approach maximizes the team's collective capacity while providing professional growth opportunities for all members.

Distributed leadership also involves rotating team-facilitation responsibilities, sharing accountability for team outcomes, and ensuring that all voices are heard in decision-making processes. Teams that rely too heavily on single leaders often struggle when those individuals are absent or leave, while those with shared leadership functions maintain effectiveness even when membership changes.

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• Open Communication and Constructive Conflict Resolution. Effective teams create cultures where honest dialogue about student needs and instructional practices is not only acceptable, but expected. This requires moving beyond surface-level politeness and platitudes, to candid and sophisticated root cause analysis critiques resulting in decisive actions that drive improvement.

Open communication involves sharing both successes and failures, asking for help when needed, and offering feedback to colleagues in supportive but honest ways. Team members feel comfortable admitting when they don't understand something, acknowledge when their students aren't achieving desired outcomes, and request specific assistance from colleagues with relevant expertise.

Effective teams also know how to constructively resolve conflict as meaningful collaboration inevitably involves disagreement about instructional approaches, student needs, resource allocation, and other important issues. Effective teams develop skills and protocols for addressing these disagreements professionally, focusing on student outcomes rather than personal preferences or territorial concerns.

This work requires establishing clear norms for communication, training in collaborative and conflict resolution skills, and creating safe environments where team members can take risks and make mistakes without fear of judgment or retaliation. Teams that suppress conflict often make poor decisions based on artificial consensus. Those that engage in destructive conflict waste time and energy that should be focused on student learning.

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• Continuous Learning Orientation. Outstanding teaching teams approach their work with humility and curiosity, recognizing that improving instruction and student outcomes requires ongoing learning and adaptation. They actively seek new knowledge, pilot innovative practices, and learn from both successes and failures in systematic ways. They are dedicated to life-long learning is a lifelong process and work to continuously improve their practice to better serve those they teach.

Continuous learning involves staying current with educational research, participating in professional development opportunities, and seeking input from external sources of expertise. Teams might engage in book studies, attend conferences together, invite consultants to provide specialized training, or participate in networks of similar teams facing (or overcoming) similar challenges.

These teams also engage in action research, systematically testing new approaches and collecting evidence about their effectiveness. They document their experiments, analyze results honestly and objectively, and adjust their practices based on what they learn. This creates cycles of continuous improvement that enable teams to become increasingly effective over time.

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• Systems Thinking and Coordination. Effective teaching teams understand that their work lives within a series of larger systems, and that they need to coordinate with other teams, departments, and school-wide initiatives. They avoid the isolation that can develop when teams lose sight of broader organizational goals and requirements become they have become too internally focused.

Systems thinking involves understanding how their students' experiences connect across different classrooms, grade levels, and subject areas. Elementary teams consider how their work prepares students for middle school expectations, while secondary teams coordinate to make sure that students receive coherent, transdisciplinary experiences rather than isolated silos of disconnected single-subject lessons.

Effective instructional teams also align their work with school-wide improvement goals, district initiatives, and state standards, ensuring that their collaborative efforts support rather than compete with broader organizational objectives. They communicate regularly with other teams and participate meaningfully in school-wide professional development and planning activities.

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   Effective instructional teams demonstrate their collaborative success by documenting, for example, improvements in members’ instruction, the generation of shared resources and strategies, and more coordinated approaches to supporting student needs. They maintain their focus on student learning and proficiency while building and sustaining their positive relationships, interactions, and professional growth. Less effective teams often struggle with unclear purposes, inadequate time allocation, or interpersonal conflicts that interfere with their work, while ineffective teams may meet regularly but produce no meaningful changes in instruction or student outcomes.

   As discussed in the first section of this Blog on effective classroom teacher expectations, the characteristics of effective teams—while maintaining their essential elements—are modified to account for students’ psychoeducational differences from elementary to middle to high school. Moreover, evaluations of team success are based not just on student outcomes, but on multiple group process indicators—for example, high quality meeting agendas and minutes, shared assessments and root cause analyses, team meetings and decision-making processes, and effective collaboration and conflict resolution.

   While the time and training investment required to develop truly effective teaching teams is significant, research consistently demonstrates that schools with strong collaborative cultures experience improved teacher retention, enhanced job satisfaction, and most importantly, better student achievement across all demographic groups and achievement levels.

   Reinforcing the theme of this Blog Series, school leaders and leadership teams need to take the time now—in June—to evaluate the most-pivotal teams in their schools against the characteristics of effective teaching teams above. These evaluations can then be folded into the strategic decisions, Action Plans, and summer activities needed for individual teachers in this instructional area as an additional layer of preparation for the coming school year.

Characteristics of Effective Instructional/Intervention Support Staff

   Effective teachers and teaching teams still are not enough for complete instructional success in a school. Schools must be fully committed to providing students with multi-tiered services, supports, and/or interventions for academically struggling and/or behaviorally challenging students. This involves, for example, intervention specialists, special education teachers, counselors and school psychologists, media and technology specialists, and other related services professionals.

   Historically, the landscape of student support services has transformed from primarily a remedial pull-out model toward an integrated problem-solving, consultation, multi-tiered intervention model that supports both students and teachers in general and special education settings. Indeed, the research reveals that effective instructional support and related service professionals play critical roles in a school’s prevention and early through intensive intervention continuum that supports diverse learners. These roles include collaborative consultation, coaching, and systems-level intervention—in addition to direct student services.

   Given the depth and breadth of these roles, it is essential for schools to understand the core characteristics of effective instructional/intervention support staff.

   These characteristics include the following:

• Systems Perspective and Collaborative Consultation Skills. The most effective support staff understand that their work occurs within a complex educational system, and that collaborative approaches maximize the capacity of this system. Rather than functioning as isolated specialists who address problems after they occur, these professionals work proactively to strengthen systems and support teachers in preventing difficulties even as they are ready to provide strategic and intensive interventions when needed.

A systems perspective here involves understanding how various factors—instructional practices, behavior support systems, family engagement, school climate, and community resources—interact to influence student outcomes. Effective support staff analyze problems from multiple angles, considering academic, behavioral, social-emotional, and environmental factors that might contribute to student difficulties. They avoid simplistic cause-and-effect thinking in favor of comprehensive ecological approaches that simultaneously address multiple contributing factors.

Collaborative consultation skills enable support staff to work effectively with general education teachers, sharing expertise in ways that build teacher capacity rather than creating dependency. This might involve co-teaching arrangements, instructional coaching, collaborative problem-solving processes, or professional development. The goal is to empower teachers to more effectively meet diverse student needs while maintaining access to specialized support when required.

Effective consultation requires strong interpersonal skills, cultural sensitivity, and the ability to communicate complex information in accessible ways. Support staff must build trust with colleagues, demonstrate respect for teachers' professional knowledge, and provide practical assistance that enhances, rather than complicates, instructional practices. They also need skills in facilitating change while minimizing resistance, as their work often involves helping teachers modify previously-established (but unsuccessful) practices and adopt new approaches.

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• Evidence-Based Practice Implementation and Fidelity Monitoring. Outstanding support staff stay current with research in their specialized fields, implementing interventions known to be effective for the populations they serve. This involves continuous professional learning, critical evaluations of new approaches, and the systematic implementation of validated practices. This does not involve relying on tradition, intuition, or popular trends that lack empirical support.

Evidence-based practice implementation requires more than simply knowing which interventions work. It involves understanding how to adapt research-validated approaches to local contexts while maintaining the essential elements that make them effective. Support staff must consider factors like student characteristics, available resources, staff capacity, and organizational culture when selecting and implementing interventions.

Fidelity monitoring is also essential as even the most effective interventions will fail if implemented incorrectly or inconsistently. Effective support staff develop systems for tracking implementation quality, for determining when adjustments are necessary, and for ensuring that interventions are delivered as intended over time. This might involve creating implementation checklists, conducting peer observations, collecting student progress data, and maintaining documentation of service delivery.

These professionals also understand the importance of sustaining the integrity of effective interventions even when enthusiasm wanes or competing demands arise. Effective support staff build the systems and provide the ongoing support that maintain intervention quality over extended periods, recognizing that long-term success requires implementation supports that extend past the initial training.

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• Cultural Competence and Stress-Informed Approaches. Effective support staff possess a deep understanding of how cultural factors, socioeconomic circumstances, and emotional home and school experiences influence student learning and behavior. They recognize the interdependence between academic and social, emotional, or behavioral problems, and that these may reflect cultural mismatches, economic stress, or responses to adverse experiences—rather than intrinsic student deficits that require remediation.

Cultural competence involves more than an awareness of different ethnic or linguistic backgrounds. It includes an understanding of how different forms of diversity—including socioeconomic status, family structure, religious beliefs, sexual orientation, and community characteristics—influence student experiences and educational needs. Effective support staff adapt their approaches based on cultural considerations while avoiding stereotypes or assumptions about student capabilities.

Stress-informed approaches recognize that many students have experienced (or are experiencing) stressful or traumatic events that interfere with their ability to engage, learn, and behave in typical ways. Rather than viewing challenging behaviors as willful defiance or academic struggles as laziness, support staff complete assessments to determine the presence and impact of these events. They then, as needed, implement practices that promote safety, trustworthiness, collaboration, and empowerment while avoiding approaches that might re-traumatize students.

This work also involves helping general education teachers understand the cultural and emotional factors that influence student behavior and performance. Support staff provide professional development, consultation, and ongoing coaching to help teachers create inclusive, sensitive learning environments that support all students' success regardless of their backgrounds or experiences.

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• Strong Communication and Relationship-Building Skills. Perhaps no characteristic is more essential for support staff than the ability to communicate clearly with diverse audiences while building positive relationships with students, families, teachers, and administrators. Support staff often serve as bridges between different constituencies in a school or school community and, thus, they require sophisticated interpersonal skills and cultural sensitivity.

Communication with students requires age-appropriate language, cultural responsiveness, and the ability to establish trust and rapport with learners who may have experienced multiple disappointments or challenges in school, with peers, at home, and across their communities. Effective support staff create safe environments where students feel comfortable sharing their experiences and concerns while maintaining appropriate professional boundaries.

Family communication presents unique challenges, as support staff often work with families who are experiencing stress relative to their children's academic or behavioral difficulties. Effective professionals communicate with empathy and respect, provide clear information about student needs and available services, and avoid jargon or condescending or patronizing attitudes. They understand the family dynamics, cultural considerations, and economic constraints that influence families' ability to participate in school activities or implement recommendations at home.

Professional communication with teachers and administrators requires different skills, including the ability to share expertise without appearing superior, to provide feedback in constructive ways, and to collaborate as equal partners in assessment, problem-solving, and intervention processes. Support staff must navigate potentially sensitive situations where their recommendations might conflict with existing practices or challenge established assumptions about student needs or capabilities.

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• Data Collection and Analysis Expertise. Effective support staff are sophisticated consumers and producers of data—understanding how to collect, analyze, and interpret multiple forms of information in ways that guide service delivery and measure intervention efficacy. This expertise extends far beyond standardized test administration to include behavioral observations, progress monitoring, functional assessments, and qualitative data collection methods.

These professionals understand the importance of collecting baseline data before completing assessments or implementing interventions. They focus on measuring progress accurately and making objective, data-based decisions about continuing, modifying, or discontinuing specific approaches. They also collect data systematically and frequently, using valid decision-making criteria to make timely adjustments—rather than waiting for “standard” implementation timeframes to elapse.

Data analysis skills also include understanding how to statistically analyze collected data, to accurately interpret assessment results, and to communicate findings clearly to different audiences. Support staff must translate complex data into actionable recommendations for teachers, understandable reports for families, and documented evidence for administrative and legal purposes.

Most importantly, effective support staff involve students and teachers in data review processes, helping them to understand progress patterns and to participate in goal-setting and intervention planning and modification. This collaborative approach builds capacity and ownership while ensuring that services remain focused on meaningful outcomes rather than abstract compliance.

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• Professional Growth and Knowledge/Skill Currency. Given the rapid evolution of research and practice in specialized fields, effective support staff maintain a commitment to ongoing professional learning and skill development. They participate actively in professional organizations, pursue continuing education opportunities, and stay current with developments in their areas of expertise.

Professional growth involves more than accumulating continuing education credits. It includes critical evaluation of new research, reflection on effective practice, and a willingness to modify approaches based on evidence and experience. Effective support staff seek feedback from colleagues, students, and families, using this information to identify areas for improvement and growth.

This characteristic also involves sharing knowledge with colleagues through presentations, mentoring relationships, and collaborative projects. The most effective support staff view themselves as both learners and teachers, contributing to professional knowledge while continuously expanding their own understanding and skills.

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• Maintaining a Prevention-Focused, Solution-Driven Mindset. Outstanding support staff emphasize proactive, preventive approaches rather than waiting for problems to reach a crisis level before intervening. They understand that early identification and intervention are more effective and efficient than remedial approaches, and they work to identify systemic changes that can prevent problems from developing.

A focus on prevention involves analyzing patterns in referral data, academic outcomes, and behavioral incidents to identify contributing factors that might be addressed through environmental modifications, instructional improvements, or systems-level interventions. Rather than simply responding to individual student needs, effective support staff work to create conditions that support all students' success.

A solution-driven mindset means focusing on student strengths and capabilities rather than deficits and problems. While acknowledging the real challenges that students face, effective support staff frame their work in terms of what students can accomplish with appropriate support rather than the limitations that constrain their potential. This approach influences goal-setting, intervention planning, and communication with all stakeholders.

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   Once again, as discussed in the sections on effective classroom teachers and instructional teams, the characteristics of effective support staff will be adjusted for elementary versus secondary settings. . . and staff evaluations should be based on multiple indicators and assessment approaches. School leaders and leadership teams need to take the time now—in June—to evaluate their support and related services staff against the characteristics above, and the results should be integrated into the strategic decisions, Action Plans, and summer activities recommended above.

   Effective support staff share commitments to collaborative practice, evidence-based intervention, and student success. They understand that their specialized knowledge is most powerful when applied through partnerships with general education teachers, and their approaches are consistent with and add value to other systemic initiatives. While student outcome data provide important information about intervention and support staff effectiveness, these outcomes are not entirely in these (or other staff’s) direct control. What these staff do control are their collaborative practices, participation in professional development, and their contributions to school-wide improvement efforts.

   Less effective support staff may provide adequate direct services, but they may struggle with collaboration, fail to connect their work to broader school goals, or become overwhelmed by competing demands.

   The investment in developing highly effective support staff pays dividends throughout educational systems, as these professionals often serve as catalysts for broader improvements in instructional practices, inclusive environments, and comprehensive approaches to student success.

A Call to Action: Strategic Implementation for School Leaders

   The earlier discussions of the characteristics of effective classroom teachers, instructional teacher groups, and support and related services staff, respectively, provide school leaders with research-proven templates to use to evaluate the strengths, weaknesses, gaps, and needed changes for these groups to best prepare for the coming new school year.

   After completing their assessments, the next critical challenge for administrators and other school leaders involves translating the findings into strategic actions that produce measurable improvements in teaching effectiveness and student outcomes.

   These actions involve decisions related to hiring new staff and, potentially, re-configuring existing staff and teams for success. Other actions involve professional development activities, team development initiatives, and the (re)building of support systems to create synergy rather than competing demands on staff time and energy.

   The summer months represent a unique and invaluable opportunity for teachers and other staff to engage in the kind of reflective analysis, strategic planning, and skill development that directly translate into enhanced classroom effectiveness when students return. Professional development, staff planning and discussion, and other scaffolded activities during the Summer allow staff to work proactively—thoughtfully designing improvements without the immediate pressures of daily instruction and classroom management.

   Research on teacher preparation and professional development consistently indicates that educators who engage in specific, purposeful summer activities demonstrate significantly stronger student outcomes, greater professional confidence, and enhanced job satisfaction when the new school year begins. These studies show that this sustained preparation time enables staff to integrate new learning, develop comprehensive plans, and build the resources necessary for effective implementation.

   In order to maximize success here, we recommend the following Summer approaches by School Leaders:

• Focus on building understanding, enthusiasm, and commitment for improvement efforts. Summer sessions should be strategic and supportive rather than overwhelming or punitive.
• Begin by transparently sharing the needs assessment results discussed above. These results should be presented in ways that honestly acknowledge both strength and growth areas. Frame challenges as opportunities for collective improvement rather than criticisms of individual performance. Emphasize shared responsibility for student success and professional growth.
• Provide individualized feedback based on assessment findings, but focus on support and development rather than evaluation or criticism. Teachers identified as highly effective should receive recognition and leadership opportunities. Those needing improvement require specific, actionable guidance and resources for growth.
• Offer differentiated professional development opportunities that address the varied needs identified through the needs assessments. Rather than requiring all staff to participate in identical activities, create multiple pathways that enable staff to focus on their specific growth areas while contributing their strengths to support colleagues.
• Share resources, celebrate successes, and provide updates about preparation activities that demonstrate administrative commitment to improvement efforts.
• Most importantly, use the summer sessions to establish clear expectations and vision for the coming year. Help staff understand how assessment results inform improvement priorities, and how their individual growth contributes to collective success. This creates anticipation and purpose rather than anxiety about change implementation.

Summary

   A May 30, 2025 article in Learning Forward (“Investing in principals in these areas offers big returns”) identified the following leadership practices demonstrated by effective principals.

   They:

• Lead their own learning and contribute to a culture of collaboration in their schools.
• Become stronger instructional leaders by developing one-one-on and team coaching skills.
• Effectively manage school resources strategically.
• Improve school culture and productive teacher collaboration through empowered leadership.

   In the teacher-instructional area, this Blog provided a “Summer Roadmap” toward these practices.

   Returning to our Prologue regarding the Jackson and Roosevelt Middle Schools. . . the contrast between proactive summer preparation and reactive August planning represents far more than a scheduling preference. Indeed, it embodies fundamentally different approaches to educational leadership and improvement—differences that research consistently shows produce dramatically different outcomes for students, teachers, and entire school communities.

   The comprehensive frameworks presented in this Blog provide school leaders with the criteria needed to conduct meaningful assessments of teaching effectiveness, collaborative team function, and support service integration, respectively. These assessments, however, are only powerful when coupled with strategic implementation planning that translates findings into targeted improvements in classroom instruction and student outcomes.

   Schools that invest their summer months in deep analysis, strategic planning, and systematic preparation create (or sustain) the momentum needed for (continued) transformational change. Schools that postpone this planning until the final days before school opens most often find themselves trapped in reactive cycles that perpetuate existing challenges rather than addressing underlying causes.

   Our review showed the overwhelming evidence. Effective teachers, collaborative teams, and integrated support staff share identifiable characteristics that can be assessed, developed, and supported through systematic approaches.

• Effective teachers demonstrate strong content knowledge, maintain high expectations with appropriate support, use data to inform instruction, manage classrooms effectively, pursue continuous growth, communicate and collaborate skillfully, and respond to cultural diversity—creating learning environments where all students can succeed.
• Effective teaching teams that share vision and responsibility, collaborate regularly with clear protocols, make data-driven decisions, utilize complementary skills, communicate openly, pursue continuous learning, and think systemically—producing significantly better outcomes than collections of individual teachers working in isolation.
• Effective instructional and related services support staff maintain a systems perspective, implement evidence-based practices, demonstrate cultural competence, communicate effectively, analyze data expertly, pursue professional growth, and focus on prevention and solutions—contributing not only to individual student success but to school-wide improvements in climate and achievement.

   These characteristics provide precise targets for summer professional development, hiring decisions, and ongoing support systems that enable schools to move beyond hope-based improvement. . . toward the systematic enhancement of educational effectiveness. Schools that use summer months for reflection, planning, resource development, relationship building, and skill enhancement enter the new school year with confidence and purpose rather than anxiety and uncertainty.

   The call to action here is both urgent and achievable.

   Educational leaders must choose between preparation versus procrastination, between systematic improvement versus wishful thinking, between investing in summer planning versus accepting the status quo. Continuing with traditional approaches that have produced current challenges virtually guarantees another year of similar outcomes, missed opportunities, and unrealized student potential.

   The choice is clear, the time is now, and the tools for transformation are available for the School Leaders ready to commit to the demanding, but rewarding, work of systematic school improvement.

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Our Improving Education Today Podcast Joins the Better Education (BE) Network of the Top Education Podcasts in the U.S.

   This past month, we announced that our Podcast . . .

Improving Education Today: The Deep Dive

with popular AI Educators, Davey Johnson and Angela Jones. . . has joined the Better Education (BE) Network of the top podcasts in education in the country!

   This means that our Podcast is now available not just on Spotify and Apple, but also on Overcast, Pocket Casts, Amazon Music, Castro, Goodpods, Castbox, Podcast Addict, Player FM, and Deezer.

   Here's how you can sign up to automatically receive each new episode:

LINK HERE: Improving Education Today: The Deep Dive | Podcast on Spotify

LINK HERE: Improving Education Today: The Deep Dive | Podcast on Apple Podcasts

LINK HERE for All Other Platforms: Improving Education Today: The Deep Dive | Podcast on ELEVEN More Podcasts

   Twice per month, Davey and Angela summarize and analyze the “real world” implications of our Project ACHIEVE bi-monthly Blog messages—adding their unique perspectives and applications on their relevance to you and our mission to: Improve Education Today.

   These Podcasts address such topics as: (a) Changing our Thinking in School Improvement; (b) How to Choose Effective School-Wide Programs and Practices; (c) Students’ Engagement, Behavioral Interactions, and Mental Health; and (d) Improving Multi-Tiered and Special Education Services.

   Davey and Angela have also created a Podcast Archive for all of our 2024 Blogs (Volume 2; see below), and the most important 2023 Blogs (Volume 1; see also below).

   They will continue to add a new Podcast each time a new Project ACHIEVE Blog is published.

   Many districts and schools are using the Podcasts in their Leadership Teams and/or PLCs to keep everyone abreast of new issues and research in education, and to stimulate important discussions and decisions regarding the best ways to enhance student, staff, and school outcomes.

   If you would like to follow up on today’s Blog or Podcast, contact me to schedule a free one-hour consultation with me and your team.

   I hope to hear from you soon.

Best,

Howie

[To listen to a synopsis and analysis of this Blog on the “Improving Education Today: The Deep Dive” podcast on the BE Education Network: CLICK HERE]