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Opportunity Culture Example Schedules for Rotation and Specialization Models

These example schedules from Public Impact show how schools can rotate their teachers’ time in subject-specific teams with digital learning or have elementary teachers specialize in their best subject or subject pair, such as math/science. Teachers gain professional learning and collaboration time from these models.

Finding Time for Professional Learning

This chart from Public Impact provides an overview of strategies that schools use to find time for teacher-led professional learning as well as a description of some basic requirements to implement each strategy. The chart can guide districts and schools in selecting the strategies that fit best.

NEO Personality Inventory-3

This Web resource from Sigma Assessment Systems introduces the NEO Personality Inventory-Revised (NEO-PI-3), a common and concise personality assessment tool. Understanding an applicant’s personality can help determine which team members would complement a school’s leadership team. This type of assessment is most appropriate when hiring from a pool of candidates within a school. Online administration takes approximately 45 minutes.

Myers-Briggs Type Indicator

This Web resource introduces the Myers-Briggs Type Indicator (MBTI), one of the most common personality assessment tools. The report from this assessment can help an organization determine who may show leadership behaviors and which personalities would form a positive working environment. This type of assessment is most appropriate when hiring from a pool of candidates within a school. Online administration takes approximately 20 minutes. 

Watson-Glaser Critical Thinking Appraisal

The Watson-Glaser Critical Thinking Appraisal, which takes about an hour, measures crystallized intelligence—the ability to acquire, retain, organize, and conceptualize information—and is normed for sectors, including education, and for different roles, including managerial and executive positions. This instrument can help assess both analytical and conceptual thinking skills. 

Graduate and Managerial Assessment (GMA)

The Graduate and Managerial Assessment (GMA) from 2006 was designed to assess those with higher ability and senior manager potential, aimed at the top 12.5 percent of the population. The GMA consists of three sections—verbal, numerical, and abstract. It measures crystallized intelligence (the ability to acquire, retain, organize, and conceptualize information) and, unlike the Watson-Glaser appraisal, also measures fluid intelligence (information processing and reasoning ability). It requires a qualified test administrator to conduct the analysis. 

Using work tests as an additional staff selection tool

The University of Western Australia presents examples, advantages, disadvantages of work sample tests and instructions on how to create a work sample test. The work sample tests described here can be used to evaluate a variety of candidate characteristics and skills including critical thinking, organizational ability, ability to focus under a time constraint, and public speaking. 

Math and Science Partnership: Selecting Teacher Leaders

The Math and Science Partnership (MSP) program, funded through a grant from the National Science Foundation, developed this resource on promising practices, insights, and the very limited research base for selecting teacher leaders. 

Assessment Areas and Methods for Selecting Teacher Leaders

This chart offers an overview of the three general areas that educators and policymakers should assess in selecting teacher leaders as well as methods for assessing candidates in each area. Districts and schools selecting teacher leaders can use this chart as a guide to choose methods for assessing candidates in each area. 

Teacher Leadership and Compensation System

The Iowa General Assembly approved $50 million for the first year of implementation of the Teacher Leadership and Compensation System, a new career ladder that rewards effective teachers with leadership opportunities and higher pay. In the new system, teacher leaders take on a range of responsibilities, including helping colleagues analyze data and fine-tune instructional strategies, as well as coaching and coteaching. All 346 Iowa districts applied for planning grants, and the state selected 39 districts to participate in the first year of the system. 


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