As Linda Lambert, educational leadership expert, noted in 2002, “The days of the principal as the lone instructional leader are over. We no longer believe that one administrator can serve as the instructional leader for an entire school without the substantial participation of other educators.” More than a decade later, effective principals have come to understand that developing the leadership capacity of the school community is an important aspect of sustaining a results-focused school culture.
The intent of our research-based Instructional Leadership Teams professional development is to increase school leaders’ and instructional leadership team (ILT) members’ abilities to develop and support shared and distributed leadership practices in a results-focused learning environment. Participants will walk away with a viable, customized plan to develop and maintain ILTs at their school. All participants will have access to an ILT toolbox that includes online resources for sustaining the work of the ILT.
Through the lens of the 4 Dimensions of Instructional Leadership™, school leaders will understand their role as a “leader of leaders” to support the improvement of instructional practice.
CEL engages learners using a variety of methods, including:
- Face-to-face professional development sessions for school leaders and their instructional leadership teams.
- Coaching of school leaders and their instructional leadership teams.
- Walkthroughs/classroom observations — using a research-based instructional framework — that develop a shared vision of effective instruction and explore strategies for improving instruction throughout the school.
School leaders and their instructional leadership teams exit this training knowing and being able to do the following:
- Select and establish clear roles for team members.
- Understand best practices in developing and sustaining instructional leadership teams.
- Build capacity of the team’s shared understanding of effective instruction using an instructional framework.
- Create a theory of action related to developing instructional leadership teams.
- Collect and analyze instructional data through walkthroughs and looking at student work.
- Use instructional data to improve instruction throughout the school, including knowing how to determine their staff’s professional development needs.
- Define the meeting structures and purposes of meetings for their school-specific plan.