CEL's Renee Gallagher, and Casey Harkleroad, an instructional coach with the Kent School District in Washington, will lead a workshop session titled, "Coaching Towards Increased Teacher Efficacy and Student Learning."
How do coaches build the skillset to impact in-the-moment math instruction as a vehicle for powerful teacher learning? Immerse yourself in the story of coaches who built this ability through identifying outcomes for each component of a coaching cycle, intentionally planning toward those outcomes, and identifying data-based processes to build teacher efficacy. Analyze tools created, processes used and guiding principles for supporting coach learning and leave ready to increase impact.
CEL's executive director, Max Silverman, and Ellen Dorr, chief technology officer of the 15,000-student Renton School District in Washington, will lead a breakout session titled, "Small Changes, Big impact: Hacking the Central Office."
Central office leaders across the country continually grapple with how to lead their teams to meaningfully work differently to better serve students, teachers and school leaders. In this hands-on session, participants will learn how to apply design thinking and the latest research on central office redesign in their efforts to lead and work more effectively. Participants will leave with a change-project prototype and a plan to enlist central office colleagues.
CEL's executive director, Max Silverman, and CEL's director of teacher leadership and learning, Joanna Michelson, will lead a breakout session titled, "Who Does Your Professional Learning Culture Serve?"
Leaders across the country are eager to better connect teacher learning to improved outcomes for students. In this session, participants will apply CEL's frameworks and tools for creating cultures of teacher collective efficacy in service of improving student learning experiences.
Participating principals will:
- Understand the connection between cultures of teacher professional learning and student outcomes.
- Understand the difference between output and outcome-driven professional learning for teachers.
- Diagnose the qualities of teacher learning culture in their school or district and plan for next steps.
This session is ideal for principals at all stages of their careers who view teacher learning as an important lever in influencing student learning experiences and who are looking for support in planning for teacher learning culture and outcomes.
CEL's executive director, Max Silverman, will take part in a Thought Leader panel 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.
Other featured panelists include: Dr. Christopher Williams, assistant superintendent with the Ocean Springs School District in Mississippi; Jill Baker, deputy superintendent of schools, and Kelly An, director of leadership development, Long Beach Unified School District in California. The panel will be moderated by Jacqueline O. Wilson, assistant professor of Delaware Academy for School Leadership, University of Delaware.
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 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 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 practices 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, co-author 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, determining 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 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.