CEL's Anneke Markholt, Joanna Michelson and Stephen Fink, authors of the new book, Leading for Professional Learning: What successful principals do to support teaching practice, will lead a breakout session titled, "The Principal's Role in Leading Professional Learning." How do principals play a pivotal role in supporting teacher learning in the spirit of reciprocal accountability? Learn about key frameworks and practical tools designed to guide leaders’ work in observation, determinining the need, sponsoring and following up on teacher professional learning. Leave with an analysis of your existing professional learning leadership practice in relation to a middle school case study that identified how the school principal successfully supported teacher learning. Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Superintendents, Assistant Superintendents.
CEL's Sandy Austin, and Sharon Williams, previously with CEL and now chief academic officer at Holmes County Consolidated School District in Mississippi, will lead a breakout session titled, "Who Is Your Learner? Supporting Leadership Through Inquiry." Learn how the school support and improvement department of a large urban school district aligned its support of principals through the development of guiding principles and pivotal instructional leadership practices. Learn about the professional learning path that is leading to sustainable changes in leadership practice. Develop a plan to establish guiding principles and pivotal instructional pratices that guide the development and learning of leaders at all levels of the organization. Austin and Williams will be joined by Sito Narcisse, chief of schools of the 88,000-student Metro Nashville Public Schools (MNPS), Adrienne Battle, community superintendent with MNPS, and Michelle Maultsby-Springer with MNPS. Audiences: District Level Professional Development Leaders, District Office Personnel (Directors/Consultants for Instruction, Technology, Curriculum, Human Resources, and Assessment), Superintendents, Assistant Superintendents.
CEL's Joanna Michelson and Jennifer McDermott will lead a breakout session titled, "Examining Teacher Learning Culture: Leadership Reflection and Planning." Research continues to highlight that formal teacher professional learning rarely reaches the classroom in ways that make an impact on student learning. Join this session to interact with the Center for Educational Leadership's latest thinking about leaders' roles in fostering both culture and strategy for successful teacher learning. Use tools to analyze the culture for teacher learning in your system and strategize about next steps to address it. Audiences: District Level Professional Development Leaders, Principals, Assistant Principals, Teacher Leaders/Mentors/Team Leaders.
CEL's executive director, Max Silverman, will take part in a panel presentation facilitated by David Steinberg titled, "The Missing Link: Accountability With Staff Support." For school districts and schools to succeed with their largest challenges, David Steinberg, associate professor of organizational leadership at Hood College, revises a commonly held idea to become a more powerful leverage point: What gets measured and supported gets done. Take an in-depth look at two school systems that demonstrate it is possible to be both data-driven and a builder of professional capacity. Engage in a facilitated dialogue about leadership strategies for closing achievement gaps and increasing success for all students with the director of the Center for Educational Leadership and superintendents from Montgomery County Public Schools (Maryland) and Woodstock Community Unit School District 200 (Illinois).
CEL's executive director, Max Silverman, will take part in a Thought Leader panel moderated by AASA's MaryAnn P. Jobe, titled, "Great Principals Have Great Leaders." In many large school districts, principal supervisors face sprawling jobs, overseeing an average of two dozen schools and assuming numerous administrative, compliance and operational responsibilities. The result is that they often can’t provide their principals with the type of meaningful support that could boost principal effectiveness, especially in leading schools to higher-quality instruction. In 2014 The Wallace Foundation undertook research to see if there were opportunities to re-design the principal supervisor role. In 2017, AASA and the University of Washington Center for Educational Leadership created a National Principal Supervisor Academy to train principal supervisors. Join us for a discussion on findings from both initiatives and learn how to strengthen your principal workforce and improve their competencies as they become instructional leaders. Dr. Christopher Williams, assistant superintendent with the Ocean Springs School District in Mississippi, is a featured panelist.
CEL executive director, Max Silverman, along with Sito Narcisse, chief of schools of the 88,000-student Metro Nashville Public Schools, and Mike Starosky, chief of schools of the 53,000-student Seattle Public Schools, will lead a breakout session titled, "Beyond Principal Supervision: Improving Principal Performance Through Professional Learning."
How do great school leaders improve teaching and student learning? They create powerful professional learning cultures and implement effective learning plans with their teachers. This summer, join experts from the University of Washington Center for Educational Leadership for two days in Seattle that will forever improve your approach to teacher professional learning. CEL's Summer Leadership Institute 2018: Leading for Effective Teacher Learning is the perfect kickoff to your school or district's professional learning planning for the 2018-2019 school year and beyond.
CEL's Patty Maxfield will present two sessions on Monday, June 25, 2018 at the AWSP/WASA Summer Conference in Spokane. In the first session, Connecting Student Growth to Teaching Practice, Maxfield will engage participants in a learning process to work toward answering the following questions: Can you describe how teaching practice is impacting student learning? Can you identify how growing a teacher’s practice is impacting student learning? Can you use your instructional framework, regardless of which one you are using, to connect growth in teaching practice to growth in student learning as measured by Washington state student growth rubrics? In the second session, Equity in Instructional Practice, Maxfield will join representatives of the other state-approved instructional frameworks to provide participants with a deeper understanding of the role of equity in instructional practice – where it resides in our state’s frameworks, why it is important, and some strategies for working toward equitable instructional practice.
For the 2018-2019 school year, AASA, the school superintendents association, has again partnered with the University of Washington Center for Educational Leadership to bring CEL's Principal Supervisor Professional Development Program to all central office leaders who support principals' instructional leadership growth as their primary responsibility. Academy participants work from problems of practice, use cycles of inquiry, learn from case studies, and utilize virtual professional learning communities and virtual individual coaching. The 2018-2019 program will meet three times in person in Alexandria, Virginia: July 25-26, 2018; November 7-8, 2018; and April 10-11, 2019. The 10-month program will be limited to 60 participants.
In a session titled "Effective Supports to Achieve Better Outcomes," presenters will share research-based frameworks that aim to close achievement gaps between schools, districts, and demographic groups. The San Diego County Office of Education (SDCOE) has applied the University of Washington Center for Educational Leadership’s (CEL) research-developed frameworks, tools, and content to their work with numerous school districts and County Offices of Education. SDCOE will share how CEL’s resources have been used to assess and build leaders’ abilities to observe and analyze instruction, provide growth-oriented feedback to teachers, and guide and support teachers’ professional learning. In addition, representatives from the University of Chicago Consortium on School Research will share their school effectiveness framework. CEL's Stephen Fink and SDCOE's Dan Wolfson will present.
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 leading this transformation are learning that there is more to supporting principals than just revising the role of their supervisors. Executive Director Stephen Fink will focus this session on what the University of Washington Center for Educational Leadership is learning about creating systemwide support for principals. In particular, recent research regarding school leader expertise will be shared, leading to a deeper understanding of what principals need in order to be successful, and how to enlist central office leaders to work differently to develop and support principals’ instructional leadership expertise. Dr. Fink will be joined by co-presenter Dr. Ryan Smith, Assistant Superintendent, Secondary Educational Services for the Paramount Unified School District.
CEL Executive Director Stephen Fink will engage participants in compelling assessment results illustrating the level of instructional expertise among school leaders across the country. Specific findings will be shared related to leaders' knowledge and skill in observing and analyzing teaching and learning, the extent to which they can provide useful feedback to teachers, and the extent to which they can lead and support teacher professional learning. Ruth Perez, superintendent of Paramount School District (California), will discuss how her school district is using their assessment results along with a comprehensive instructional framework to support the growth and development of their own school leaders.
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 on the leading edge of this transformation are learning that there is more to supporting principals than just revising their supervisor’s role. In this session, learn from two leading urban school districts as well as from what the University of Washington Center for Educational Leadership is learning about creating systemwide support for principals. Leave with a deeper understanding of what principals need to succeed, knowledge of how to enlist central-office leaders to work differently and specific recommendations for action at home. CEL's Max Silverman and Sharon Williams will present along with Sito Narcisse, Chief of Schools of Metropolitan Nashville Public Schools and Mike Starosky, Chief of Schools of Seattle Public Schools.
In partnership with the University of Washington’s Center for Educational Leadership, AASA has launched the first national principal supervisor endorsement program. This session will feature a panel of participants from the program’s first cohort who will discuss how they have changed their supervisory roles to better develop and support principals as instructional leaders. CEL's executive director, Stephen Fink, and AASA's associate executive director, Mort Sherman, will facilitate.
CEL Executive Director Stephen Fink will present a thought leader session, How Much Do Your School Leaders Know About Improving Teaching and Learning?, at Learning Forward's 2017 Annual Conference. Dr. Fink will engage participants in compelling assessment results illustrating the level of instructional expertise among school leaders across the country. Specific findings will be shared related to leaders’ knowledge and skill in observing and analyzing teaching and learning, the extent to which they can provide useful feedback to teachers, and the extent to which they can lead and support teacher professional learning. Participants will be provided a comprehensive instructional framework for observing and analyzing the quality of teaching, along with an instructional leadership framework focusing on four key dimensions tied to the improvement of teaching and learning.