What should a school leader do after noticing significant score differences in writing samples among teachers' classes?

After noticing significant score differences in writing samples among teachers' classes, the best course of action is to compare value-added growth data of the teachers within the grade level. This approach allows the school leader to understand both the effectiveness of individual teachers and the specific needs of their students. Value-added data provides insight into how much progress students are making, accounting for their starting points, which is crucial in identifying effective instructional practices and pinpointing areas for improvement.

By analyzing this data, the leader can have informed discussions with the teachers, identify trends or patterns, and collaboratively determine strategies that have been successful for some and not for others. This targeted analysis helps ensure that any interventions or support provided are based on evidence rather than assumptions. The focus is on promoting best practices and enhancing student learning outcomes based on measurable data.

Other approaches, while potentially useful, do not directly address the need to understand the reasons behind the score differences. For instance, reducing class sizes might help some struggling students, but it doesn't provide insight into the teaching practices that could be influencing the writing scores. Changing the curriculum may be premature without first understanding how different teachers are delivering instruction. Similarly, increasing professional development for all teachers may not target the specific areas where issues are evident unless informed by data analysis