A new study reveals four responses school leaders typically take toward conflict among students--but one rises above the rest for success. Research shows that community-driven responses to acts of intolerance can reenforce a school culture of inclusivity. Researchers John Rogers and Joseph Kahne present case studies from schools across the country…

Using the Teach to Lead process and drawing on their own study of how teachers can lift their social-emotional skills, three elementary teachers in Connecticut created a plan to work with fellow teachers to increase everyone's camaraderie and regularly problem solve together. When their school closed to in-place learning, they pivoted to find ways…

In the last few years, all but a few U.S. states have rushed to enact tougher teacher evaluation systems. Spurred by the incentives offered by two federal education initiatives--Race to the Top and the ESEA Flexibility Program--these states have designed teacher evaluation systems designed to "remove ineffective tenured and untenured…

"We can think of morale as an organizational mood," the authors write, "and we can view a school with low morale as a school that's in a bad mood." School leaders can improve mood and raise morale by implementing three strategies that promote the kind of good mood that fosters student learning and success. School leaners…

"What do you do--and what do you need--to stay sane?" This is what an educator asked a group of teachers and administrators in the Rochester City School District, one of the poor-performing school districts that the governor of that state had referred to as needing a "death penalty." The educators repeatedly noted five items…

"When did teachers became the scapegoats for factors beyond their control?" wonders Rafe Esquith in this passionate article. A 30-year veteran teacher, Esquith understands all too clearly the factors undermining teacher morale: ubiquitous tests, rules, and regulations; unfair, often ridiculous expectations; rising poverty and decaying…

"It's demoralizing to see your life's work pilloried almost daily in the news." This comment is typical of the anger and disappointment expressed by many of the more than 2,300 Chicago teachers surveyed by Deborah Lynch in 2011-2012. Lynch set out to explore how the accountability policies pursued by Chicago's board of…

The authors, principals at a high-poverty school in Nashville, Tennessee, find that key actions to building a strong school culture and morale are communicating clearly, recognizing everyone's contributions, and giving students and parents many ways to become involved at school. They portray a specific process that Hunters Lane High School has…

Improved teacher morale and improved learning for all students go hand in hand. But what, exactly, do we mean by student learning? And what is the aim of this learning? According to Nel Noddings, the success of our efforts to boost teacher morale through greater collegiality, creativity, and continuity will depend on how we answer these questions.…

Richard DuFour, a leading advocate for creating professional learning communities in schools, shares his insights on why teaching has become an "embattled profession" and the steps teachers and school leaders can take to enhance teachers' practice and their working lives. DuFour explains how recent reforms aimed at educators themselves…

Teacher leaders do not fulfill their potential without the right kinds of support. Using the stories of two teacher leaders, Lattimer describes how school and district administrators succeed and fail at encouraging teachers to take on or withdraw from leadership roles. The two teachers profiled were more likely to assume leadership roles when…

The Power of Positive Students (POPS) program does more than make students feel better about themselves; they become better students, better athletes, and better citizens. (Author/JM)

Argues that schools will largely fail in their efforts to improve the moral and emotional growth of students if they do not attend to the moral and ethical development of teachers, especially urban teachers, who suffer from depression and disillusionment, the two primary causes of which are isolation and stress induced by problem students.…

Effective teacher incentive systems should reflect the principles that intrinsic rewards are more powerful than extrinsic ones and that encouraging collegiality is preferable to rewarding individual teachers. (Author/TE)

Article based on Public Agenda study of attitudes and feelings of new teachers that found them highly motivated, committed, and enthusiastic about their chosen profession. Study also found that school administrators were equally positive about new teachers. Challenges widely held assumptions about decline in supply and quality of new teachers.…