Instructional Leadership in Action

How to reset your school leadership teams and teacher professional learning with an Instructional Leadership Academy

by Anneke Markholt May 20, 2019

We know that classrooms that are truly transformative for students require adults to work and learn differently than they typically do. We also know that the old methods of in-service professional development have failed to create lasting changes in adult practice.

Today's highly effective and sustainable school-based professional learning cultures share the following features: School leadership teams of principals, instructional coaches and teacher leaders who possess (1) a collective belief in the success of each and every student, (2) methods for working collaboratively around problems of student learning, and (3) a set of foundational instructional leadership skills and systems.

The Center for Educational Leadership's Instructional Leadership Academy builds the foundational instructional leadership skills and systems that will set school leadership teams on the path toward meaningful transformation of student outcomes. As you plan your school's or district's professional learning trajectory for the 2019-2020 school year, consider whether CEL's yearlong academy is the professional learning "reset" that your school or system needs. 

What you will gain from the Instructional Leadership Academy

  1. A common language and shared vision for high-quality instruction
  2. Nonjudgmental methods for observing and analyzing instruction
  3. Transformative skills in providing targeted feedback and planning professional learning
  4. A collaborative professional learning community focused on student learning
  5. A broader, deeper culture of public practice

Newly updated for 2019-2020

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Call for teacher professional learning collaborators due May 17, 2019

by Joanna Michelson Apr 29, 2019

The University of Washington Center for Educational Leadership is looking for up to two partners who are eager to collaborate intensively as they engage in the transformative work of leading for teacher professional learning.

To that end, we encourage you to consider becoming a Leading for Teacher Professional Learning Collaborator. As a collaborator, you will be engaged in a discounted 3-year partnership with CEL in which you will develop new skills and competencies as a Leader for Professional Learning. In exchange, you will agree to:

  • Try out and potentially adapt our new tools and processes.
  • Provide CEL with regular written or verbal feedback on these tools and processes.
  • Engage in at least monthly communication including phone or video conferences with CEL staff.
  • Share what you are learning along the way including unexpected breakthroughs and barriers.
  • Share artifacts of your work along the way.
  • Provide CEL with access to leaders in your system for observations, interviews, photographs and/or video for the purpose of our mutual learning and for CEL publication.
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Announcing a new approach to teacher professional learning that addresses persistent challenges of student learning

by Joanna Michelson Apr 15, 2019

The University of Washington Center for Educational Leadership is pleased to announce the launch of a new line of service, Leading for Teacher Professional Learning.

Unlike traditional investments in teacher professional development that have not consistently yielded results for students, our approach to professional learning develops teacher collective efficacy — a long-term, sustainable approach to addressing persistent challenges of student learning.

Our partnership methodology ensures that your investment will be aligned with ESSA’s requirement for professional learning activities that are sustained, intensive, collaborative, job-embedded, data-driven and classroom-focused.

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[Interview] Pushing for productive struggle and student learning with Superintendent Joseph Davis

by Max Silverman Apr 8, 2019

In this latest installment of the Throughline, Max Silverman speaks with Superintendent Joseph Davis about his commitment to changing educators’ mindsets to enable the creation of rich and challenging learning environments featuring strong content for all students — especially students of color.

Dr. Joseph S. Davis has been the superintendent of the 11,000-student Ferguson-Florissant School District in Hazelwood, Mo. since 2015. A former middle school and high school math teacher, Davis previously served as the superintendent of the Washington County school system in North Carolina and was also the deputy chief of schools for the Chicago Public Schools. He has earned two master’s degrees in education and holds a doctorate in administration, planning and social policy from the Harvard University Graduate School of Education.

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Apply by June 30, 2019 for the AASA National Principal Supervisor Academy

by UWCEL Apr 1, 2019

For the 2019-2020 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.

The content for the AASA National Principal Supervisor Academy is based upon the Council of Chief State School Officers Principal Supervisor Standards, the latest research on adult learning and leadership development, as well as promising practices from districts across the country. 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.

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Introducing the Leadership Guide for K-12 Teacher Professional Learning

by Joanna Michelson Mar 4, 2019

As we at the University of Washington Center for Educational Leadership continue to visit classrooms this year and celebrate the  gains we are seeing, we encourage educators to also celebrate and then think about their next steps for improving outcomes for students. 

In this spirit, we are pleased to announce a new resource we have developed, the Leadership Guide for K-12 Teacher Professional Learning.

We know that our field's traditional investments in teacher professional development have not consistently yielded results for students. Creating  transformative schools and classrooms where all students develop agency and efficacy requires a new approach to how teachers help them learn and engage.

The Leadership Guide for K-12 Teacher Professional Learning is for leaders in classrooms, schools and school systems who want coherent, authentic, sustainable, and effective teacher learning aimed at improving outcomes for students.

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[Interview] Striving for deep and rich student learning experiences with superintendent Jennifer Cheatham

by Max Silverman Feb 25, 2019

In this latest installment of The Throughline, Max Silverman speaks with Superintendent Jennifer Cheatham about how to create deep and rich student-centered learning experiences, as well as meaningful professional development for teachers in a school system approach based on equity.

Jennifer Cheatham is the superintendent of the 27,000-student Madison Metropolitan School District in Wisconsin. Cheatham specializes in creating systemic improvements in urban districts through the development of instructional alignment and coherence at all levels of a school system. Previously, Cheatham was the chief of instruction for the Chicago Public Schools, leading the central office team to support schools in instructional improvement and was the executive director of curriculum and instruction for the San Diego City Schools.

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Hope to see you at AASA's 2019 National Conference on Education

by UWCEL Feb 4, 2019

The Center for Educational Leadership's executive director, Max Silverman, will take part in two panel discussions at the AASA 2019 National Conference on Education in Los Angeles. Silverman will engage in a facilitated dialogue about leadership strategies for closing achievement gaps and increasing success for all students, in a panel titled, "The Missing Link: Accountability With Staff Support." Then he will participate in a discussion on how to strengthen your principal workforce and improve their competencies as they become instructional leaders in a Thought Leader panel titled, "Great Principals Have Great Leaders."

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Introducing the CEL District Leader Fellows

by Anneke Markholt Jan 29, 2019

We are excited to announce the first cohort of CEL District Leader Fellows.

The CEL District Leader Fellowship is a yearlong professional development and work opportunity for district leaders who possess professional expertise that will serve the Center for Educational Leadership’s mission, help the organization expand its current knowledge base, and allow us to better serve our district partners. Our primary goal in creating this fellowship opportunity is to broaden and diversify the network of leaders who can inform CEL’s work based on their professional and personal perspectives. We believe it is critical for us to truly understand the professional journeys of the leaders we support across the country. 

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[Interview] Elliot Washor discusses ways to put students at the center of their own learning

by Max Silverman Jan 14, 2019

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