In this live webinar on August 23, 2017, Patty Maxfield, CEL’s director of teacher evaluation, highlights changes from the previous version of the 5D+ Rubric and explains what educators using the tool in their practice need to keep in mind when switching to the updated rubric.
This presentation 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. Paramount School District leaders will discuss how they are using their own assessment results along with a comprehensive instructional framework to support the growth and development of their own school leaders. Facilitators: Dr. Stephen Fink, executive director of the UW Center for Educational Leadership, Dr. Ruth Perez, superintended of Paramount Unified School District, and Ryan D. Smith, assistant superintendent, secondary educational services of Paramount Unified School District.
AASA, the school superintendents association, has 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. The eight months of training will provide participants instruction and materials during three in-person meetings, two virtual workshops, and four hours of virtual coaching per participant. Upon successful completion of this program, participants will receive an AASA/CEL diploma of completion and professional achievement, a valuable addition to their professional portfolio.
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.
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
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.)
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.
Participants in this session will understand how and why teacher learning best takes place as part of an inquiry cycle. In this introductory session, become oriented with a tool to help you establish instructional practice goals based on student learning needs. Facilitators: Lisa Rooney and Sheeba Jacob from the University of Washington Center for Educational Leadership.
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.
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.
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