What is the principal's best response when a teacher is resistant to making changes based on observations?

Using specific observation data to guide a collaborative discussion is the best response in this scenario because it creates an opportunity for constructive dialogue between the principal and the teacher. By focusing on concrete examples from the observations, the principal can help the teacher understand the need for change through evidence rather than abstract ideas or directives. This approach fosters a sense of partnership and ownership, as the teacher can actively participate in examining the data and exploring potential improvements.

This method also allows for personalized feedback, where the principal can point out both strengths and areas for growth, facilitating a more positive environment for change. Rather than dictating changes or implementing generic solutions, addressing the teacher's specific needs and circumstances through data can lead to more meaningful professional development.

Encouraging the teacher to follow school policy may be necessary at times, but it does not address the underlying resistance to change. Offering a professional development workshop might provide valuable skills, yet without ensuring buy-in and understanding the teacher's perspective, it may not be effective. Measuring student performance before making changes might hinder the opportunity for improvement, as it requires action before understanding the teacher's current practices and perspectives.