Positive school cultures provide opportunities Ior teachers to grow and students to learn.

Teaching is a proIession that can lead adults to isolation. OIten educators go into their
classrooms and primarily interact with students throughout the day. Classroom demands are
constantly increasing and more collaboration would be helpIul. "Research and experience tell us
that collaboration makes a diIIerence" (Robbins & Alvy, 2009, p.111). School campuses should
consist oI a saIe environment that encourages teachers to take more risks and share their ideas.
Teachers in collaborative environments are oIten more satisIied with their work (Sorenson,
Goldsmith, Mendez, & Maxwell, 2011).

ProIessional Learning Communities (PLCs) create an environment that encourages teachers to
share ideas and assist each other with improving instructional practices (Robbins & Alvy, 2009).
Administrator or peer evaluations should provide constructive Ieedback on educator's strengths
and suggestions Ior improvement. Focused discussions on teaching and learning can improve
student perIormance. EIIective schools provide structure and plan evidence based activities that
enhance teaching and learning.

School leaders and teachers have complimentary roles (Gorton & Alston, 2009). Administrators
are responsible Ior communicating with educators to determine proIessional development
activities that will beneIit the school. The principal should gather data Irom a needs assessment
to clariIy activities that will improve teachers` knowledge and skills. School leaders are
responsible Ior encouraging teachers to learn more skills that will improve instruction. When
teachers acquire more knowledge and are enthusiastic about teaching, student perIormance tends
to increase. Administrators serve as instructional leaders to Iacilitate the teaching and learning
process. School leaders who encourage collaborative environments assist with creating a
positive school culture and student perIormance will oIten increase.

ReIerences
Gorton, R. & Alston, J. A. (2009). School leadership and administration. Important concepts,
case studies, & simulations (8th ed.). Boston, MA: McGraw-Hill/Irwin.
Robbins, P. M., & Alvy, H. B. (2009). The principals companion (3rd ed.). Thousand Oaks, CA:
Corwin Press.

Sorenson, R. D., Goldsmith, L. M., Mendez, Z. Y., & Maxwell, K. T. (2011). The principals
guide to curriculum leadership. Thousand Oaks, CA: Corwin Press.