The University of Washington Center for Educational Leadership has more than a decade's experience working in 34 states, with hundreds of school systems and thousands of instructional leaders.
During each partnership engagement, we continuously assess progress toward the learning targets. At the end of the school year, we survey participants for changes in their practice.
Have CEL services or training helped to improve your practice?
Survey conducted June 2015 with 10 CEL partnership districts; n=251
I have reevaluated the role of administrator from manager to instructional leader. CEL gave me tools to do this.
Frankie Palermo, Assistant Principal, Avoyelles Parish School Board, Louisiana
To what extent do you believe CEL services or training will have a positive effect on student achievement in your school or district?
Survey conducted June 2015 with 10 CEL partnership districts; n=249
Students have shown marked improvement in reading and writing. My teaching is more focused and students in my class are engaged more in learning.
Amy Henges, Classroom Teacher, Albany Public Schools, New York
How would you rate the quality of the CEL services or training you received?
Survey conducted June 2015 with 10 CEL partnership districts; n=248
CEL delivers high-quality professional development. I have become a more effective principal as a result of my work with CEL.
Shana Delrie, Principal, Grant Parish School Board, Louisiana
In our comprehensive, long-term partnerships, we look for student achievement gains over time. Below is student achievement data from Wyoming’s Teton County School District #1, a CEL partner from 2010 to 2016. The professional development efforts at Teton County School District No. 1 paid off in significant gains, both for high achievers and low. Learn more.
[Before contracting with CEL], we had an achievement gap that was continuing to grow and test scores that were stagnant. We knew we needed to take a look at the whole system, and not take a piecemeal approach to fixing things.
Pam Shea, Wyoming’s 2015 Superintendent of the Year, Teton County School District #1
Research Briefs and Partnership Stories
Principals are consistently talking about the impact of the training on their conversations with teachers. They feel they can give teachers much more specific and helpful feedback to improve their practice.
Sue Robertson, Chief Human Resource Officer, Beaverton School District, Oregon