When incorporating high-performing teachers into a campus improvement plan, what is a recommended approach?

When incorporating high-performing teachers into a campus improvement plan, what is a recommended approach?

• A. Allow the teachers to identify areas in which they would like to grow and provide resources and support
• B. Assign them to administrative duties temporarily
• C. Have them substitute for other teachers without guidance
• D. Exclude them from professional development activities

Answer: (A)

Empowering growth by letting high-performing teachers name the areas they want to develop and backing that with resources is effective because it centers their expertise on where student learning can improve most. When teachers identify their own growth goals, they’re more engaged, see clear relevance to classroom practice, and feel a sense of ownership over the campus improvement process. Providing targeted support—time for collaboration, coaching, data analysis, relevant professional development, and opportunities to lead others—translates that motivation into practical changes in instruction and systems. This approach also builds leadership within the staff, spreads effective practices through modeling and mentoring, and creates a sustainable culture of continuous improvement. By contrast, assigning administrative duties, having them substitute without guidance, or excluding them from professional development fails to leverage their instructional strengths and diminishes potential impact on student outcomes.

Empowering growth by letting high-performing teachers name the areas they want to develop and backing that with resources is effective because it centers their expertise on where student learning can improve most. When teachers identify their own growth goals, they’re more engaged, see clear relevance to classroom practice, and feel a sense of ownership over the campus improvement process. Providing targeted support—time for collaboration, coaching, data analysis, relevant professional development, and opportunities to lead others—translates that motivation into practical changes in instruction and systems. This approach also builds leadership within the staff, spreads effective practices through modeling and mentoring, and creates a sustainable culture of continuous improvement.

By contrast, assigning administrative duties, having them substitute without guidance, or excluding them from professional development fails to leverage their instructional strengths and diminishes potential impact on student outcomes.