School districts, both small and large, are searching for new and better ways to ensure that each of their schools is led by a principal with the skills, resources, and time to be an instructional leader. In this interactive session, superintendents and school district leaders will engage with the latest research, promising practices from the field, and tools from the University Washington Center for Educational Leadership to better understand what principals need to succeed as well as to how to provide it. Using the Council of Chief State School Officers principal supervisor standards as a guide, participants will have opportunities to self assess how they currently support principals as well as plan for specific next steps. This session will be differentiated to ensure that a variety of district contexts will be addressed. Participants will be expected to engage with presenters and peers so that they leave this session with a plan to take back to their districts. Facilitators: Stephen Fink and Max Silverman.
Improving student achievement rests first and foremost on our ability to improve the quality of teaching; and, school leaders must have the instructional expertise necessary to support teachers in the improvement process. This presentation will provide a powerful assessment tool along with the latest research illustrating the level of instructional expertise among school and district leaders across the country. One district will share how it’s using the assessment results to guide the hiring and on-going support of its principals. Participants will be provided a comprehensive instructional framework and rubric for analyzing the quality of teaching across five key categories and 13 sub-dimensions that they can use for classroom observation. Discussion leader: Stephen Fink
CEL is excited to offer a new Targeted Feedback Practicum. For those attending our two-day Targeted Feedback Institute held February 13-14, 2017, this practicum is a follow-up opportunity. Participants will participate in a PLC where they can practice the specific skills that allow for effective feedback.
School districts across the country are quickly revising the role of principal supervisor to reflect recent research indicating a need for a stronger focus on improving principal performance. While many districts are just beginning to make such changes, a number of others that have been on the leading edge of this transformation are learning that there is more to supporting principals than just revising the role of their supervisors. In this session you will learn both from what the University of Washington Center for Educational Leadership is learning about creating system-wide support for principals as well as from a central office leader leading this effort in his district. In particular, participants will walk away with a deeper understanding of what principals need to be successful, how to enlist central office leaders to work differently, as well as specific recommendations for action at home. Presenters: Stephen Fink, Max Silverman and Michael Copland.
What are three of the most important words that will help teachers grow in their instructional practice? Guess what: It’s not "evaluate your teachers" or "use test scores." The three words are: "Start from strengths." Research both in the field of education and outside of education indicates that when you leverage a person’s strengths to support them, they improve in performance. In this session led by Max Silverman and Sheeba Jacob of the University of Washington Center for Educational Leadership, participants will experience a mind shift in thinking about the kinds of skills needed to support teachers. Participants will engage in hands-on activities where they learn how to use strengths to support teachers. They will also learn the research on what kind of expertise is necessary to do so.
This one-day institute for new and aspiring principal supervisors will give participants a working knowledge of the Council of Chief State School Officers (CCSSO) 2015 Model Principal Supervisor Standards, critical aspects of the 2015 Model Principal Supervisor Standards and how to leverage the standards to practical applications. Principal supervisors will also get an understanding of their unique role as a coach, mentor and supervisor. Other learning outcomes include the ability to develop and use principal learning plans as a key practice tool and understanding promising practices from leading districts across the country. Facilitators: Max Silverman and Sharon Williams.
Professional Learning Communities are a common structure of the school community for teachers, but little attention is given to creating these learning communities for principals. In order to continue to grow as instructional leaders, principals also need time together beyond the traditional “nuts and bolts” managerial meetings typically sponsored by the central office. This interactive session will engage superintendents, principal supervisors and central office leaders in exploring the research behind creating and maintaining principal learning networks that support learning at all levels of the organization. Participants will have an opportunity to learn about the three critical factors for creating successful principal learning networks. Using the research-based University of Washington Center for Educational Leadership’s Principal Support Framework and other tools, participants will consider the strengths and areas for growth of their principals. They will use this knowledge to create a draft plan for learning networks that engage principals in authentic problems of practice and new leadership content knowledge that lays a foundation for trust and engagement crucial to the success of these collaborative structures. Facilitators: Sharon Williams and Karen Cloninger (East Valley School District, Wash.). (Exact date and time to be announced.)
To improve student achievement and eliminate achievement gaps, principals must have the leadership skills necessary to lead the improvement of instruction. In their changing role, principal supervisors now have a major role in building principals’ capacity as instructional leaders. This presentation will engage participants in a discussion of our learning about the most effective practices of principal supervisors to build the skills of principals to improve instruction. The key areas of focus will include effective one-on-one work with principals; the competencies principal supervisors need to support principals, the support needed from the central office; the lessons we are learning; and the critical questions that are emerging about this work. Presenters: June Rimmer and three principal supervisors from the Charlotte-Mecklenburg School District. (Exact date and time to be announced.)
Over the last decade, politicians and policy makers have turned their school improvement focus to issues of teacher and principal performance. This pivot has narrowly focused on evaluation as a critical lever for performance improvement. Research suggests and recent experience proves that evaluation, in isolation, is a limited approach to improvement efforts. During this session participants will learn key research ideas from how other fields approach performance and expertise development as well as how school systems can apply this research in their day-to-day work. This session will pay particular attention to the importance of using student learning data and educator strengths as a powerful combination for performance improvement. Speaker: Max Silverman
CEL's Summer Leadership Institute will deepen your knowledge of hands-on instructional leadership tools and give you practical strategies you can immediately use with your school teams. It will also offer new ideas and insights for transforming traditional professional learning with the ultimate goal of providing equity for all students.
Giving targeted feedback is a powerful skill and an important support for helping teachers grow their practice throughout a school year. At the Targeted Feedback Institute, principals, instructional coaches, teacher leaders and central office leaders who supervise principals can learn and practice how to provide the kind of feedback teachers can implement immediately and independently.
The research is clear: Teachers invest more in their own learning when they can choose personalized instructional practice goals that tie to student-learning needs and their own. Discover tools and processes that help teachers choose a focus and help principals and coaches provide effective feedback aligned to that focus. Facilitators: Sheeba Jacob and Joanna Michelson
This presentation will engage participants in compelling research illustrating the level of instructional expertise among school leaders across the country. Participants will be provided a comprehensive instructional framework and evaluation rubric for analyzing and evaluating the quality of teaching, along with an instructional leadership framework focusing on four key dimensions tied to the improvement of teaching and learning. Facilitator: Dr. Stephen Fink
Research shows teachers have the greatest impact on student learning; however, often we forget the building principal is a close second. We are building the capacity of our principals to be instructional leaders, to analyze instructional practice and continually support the learning and growth of best practices in teaching. As a system, we are working together to create structures for instructional leadership that align supports to eliminate the achievement gap. We use our LCAP and instructional practice data to develop a problem of practice that guides our thinking and decision-making. Join us to learn ways to apply this in your context. Facilitator: Patty Maxfield and Jeff Pelzel (Assistant Superintendent of Instructional Services in the Newhall School District)