8 | KNOW • Volume 13 Issue 3 Leadership, not management, is not always easy; we have an obligation to move faculty in a direction which will lead to the most positive outcomes for our students. The direction may not be the easiest for teachers or leaders, but ultimately it should be what is best for kids. And while we, as a state, were “forced” into a new evaluation system for both teachers and leaders by the Race to the Top (Rt3) initiative, I believe Rt3 ushered in much needed change in K-12 education. While it is not perfect, both the new leader and teacher evaluation systems have forced (and will continue to force) more detailed and fierce conversations with multiple stakeholders that are centered on continuous improvement. Overall, it is a good change for Georgia administrators, teacher, and students. I have had a good experience with both TKES and LKES; I personally believe the experience is both based on how well the principal communicates the evaluation system and how the system is implemented in a given school. The principal must be committed to relationship building, communication, and teamwork. HOW LKES CAN DRIP TOWARDS SUCCESS: WHY I THINK GEORGIA’S EVALUATION SYSTEM OF EDUCATORS IS A STEP IN THE RIGHT DIRECTION… Roslynn Carter said, “A great leader takes people where they don’t necessarily want to go, but ought to be.” As I enter into my sixth year as a school administrator and eleventh year in education, I couldn’t agree more with the former First Lady. THE PURPOSE OF LKES IS TO MEASURE THE EFFECTIVENESS OF BOTH PRINCIPALS AND ASSISTANT PRINCIPALS IN MOVING STUDENT ACHIEVEMENT, SCHOOL CLIMATE, AND THE SCHOOL MANAGEMENT IN A POSITIVE DIRECTION.
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