Educational Leadership
Themes for 2012–2013
September 2012
Feedback for Learning
Throughout the school day, teachers
provide feedback to their students.
From the questions they ask to the comments they write on student work, from
the rubrics they devise to the learning
targets they state, teachers inform and
engage students about the next steps
they need to take to improve and
achieve. This issue will look at multiple forms of effective feedback. What
does research say about the optimal
frequency, timeliness, and content of
feedback?
Which assessment practices furnish
the most effective feedback?; Which
ones don’t? How do teachers effectively
respond to student projects and group
work? What kinds of feedback from
other sources—for example, from fellow
students, community experts, social
media, or computer programs—push
students to grow? How can teachers differentiate feedback to meet the needs of
all their students?
Deadline: April 2, 2012
October 2012
Working with
Challenging Students
In today’s diverse and inclusive schools,
many teachers feel daunted by the
challenge of educating students whose
behavior disrupts the classroom and
limits their own and others’ learning.
Students who act out as the result of
external stresses, such as homelessness,
family instability, or academic problems,
also face their own challenges. Some
teachers feel unprepared to meet the
needs of students with disabilities, such
as attention deficit disorder, autism,
or depression. This issue will explore
how teachers can support students by
developing consistent behavioral expec-
tations, establishing contracts, replacing
power struggles with problem solving,
and reinforcing acceptable behavior. We
welcome articles on preparing teachers
to better help students meet the chal-
lenges they face, as well as descriptions
of effective schoolwide programs.
Deadline: May 1, 2012
November 2012
Teacher Evaluation:
What’s Fair, What’s Effective?
The last two years have seen a dramatic
increase in state policies mandating
annual teacher evaluations. This issue
will examine both the problems and the
promises of this trend. Articles will ask,
How much should student test scores,
including “value-added” measures,
count in rating a teacher’s effectiveness?
How are schools using peer review,
classroom observations, and students’
and parents’ perspectives to provide
a comprehensive picture of teacher
quality? What training do principals
need to become effective evaluators,
and how can teachers take ownership
of their own evaluation process? How
can schools transform evaluation from
something that is “done to” teachers into
an intrinsic component of their career-long learning and growth?
Deadline: June 1, 2012
December 2012/January 2013
Common Core: Now What?
Now that the common core state stan-
dards in mathematics and English/
language arts have been adopted in
most of the United States, schools and
educators must determine how to shape
these changes in a positive way. What
modifications to the curriculum will
be needed, and what help do teachers
need in adjusting their instruction?
How will schools assess whether stu-
dents are achieving standards, and what
support will they give students who
struggle to meet those standards? What
does implementation of the standards
mean for English language learners
and students with special needs? What
unintended consequences might arise
from adopting standards? How will the
move toward common core standards
affect instruction in subjects that do not
currently have standards? How do other
countries with or without common
standards ensure that students have a
challenging curriculum?
Deadline: July 2, 2012
February 2013
Creativity Now!
Creativity is often mentioned as an
important 21st century skill, but the
emphasis on basics and high-stakes
testing is squeezing it out of the curriculum. This issue will explore how
to foster creative thinking, problem
solving, and student engagement. How
can teachers make classrooms safe for
students to take intellectual risks, to
challenge traditional assumptions, and
to think outside the box? What specific
skills, dispositions, and ways of thinking
does research show that students
acquire through arts education? How
can teachers foster inspiring, creative
learning while still focusing on core
skills; and how can they assess students’
creative work? We welcome descriptions of schools and innovative programs that use the arts, technology, and
other tools to unlock the creativity and
potential of students who fail to thrive
in more traditional school settings.
Deadline: September 4, 2012
