I would want to raise the level of the teacher's thinking by having reflective conversations with them. I want to ensure that they know I see them as professionals who are capable of making decisions for themselves and their classroom. 

My favourite role is the teacher role and for the most part that is what I am doing. I usually have teachers straight out of uni. It is typical for teachers to stay for 3-5 years with us then move on to the public school system or to move closer to their families so we always have a batch of brand new teachers. As they gain experience my role changes to a coach role. My least favourite is the boss role. 

For my most experienced teachers I use a mixture of all the tools. I use practice awareness continuum to help me understand at what level of skill development they are in and Learning Dynamics: patterns of cause effect. 

I believe asking a teacher to take on a leadership role allows them to analyze what effective teaching practices they are using and look for additional means of support. I believe in having teachers provide PD to others and to serve as a mentor or coach whenever possible if they are strong in their field. 

Coaching and collaborative talk to initiate reflective conversations.

I think that I would start the discussion with them on becoming an administrator, and have them teach newer teachers what is is to become an exceptional teacher 

I would use a mixture of practice awareness continuum and the patterns of cause & effect. 

For my strongest teachers, I would use both the practice awareness continuum and the patterns of cause and effect. I believe these tools would foster the richest conversations and provide valuable insights to both myself and the teacher. 

It is important for teachers at this level to share their experiences and expertise with others. Principals need to facilitate these interactions and allow teachers to take on leadership roles, whether through professional development instruction, mentoring new teachers, opening their classrooms for colleagues to observe, etc. 

I think one way would be to use Learning Dynamic: Cause and Effect to have dynamic conversations with teachers about instruction. 

I struggled with this my first years as a principal. One teacher in particular is an excellent teacher and my first year I struggled with how I could help her to improve (I felt like there was nothing to improve upon). Finally I took more of a coaching approach and we worked together using reflective conversations . This helped us develop a literacy position and program in our school.