Instructional Leadership in Action

Aspiring Leaders program prepares Central Louisiana educators for leadership positions

by UWCEL Sep 28, 2016

In Central Louisiana, 139 educators have begun a three-year journey that will prepare them for leadership positions in their schools and school districts. The educators started Aspiring Leaders, a leadership institute administered by The Orchard Foundation and funded under The Rapides Foundation’s Education Initiative. The Aspiring Leaders curriculum was developed specifically for Central Louisiana by the University of Washington’s Center for Educational Leadership (CEL).

The Rapides Foundation's Education Initiative seeks to increase the level of educational attainment and achievement as the primary path to improved economic, social and health status. At the core of the initiative is its continued effort to build leaders in the field of education by offering a variety of institutes for Central Louisiana educators.

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Want to become an expert school leader? Ask more questions.

by Sheeba Jacob Aug 30, 2016

Why should you be stuck without a bed if I’ve got an extra air mattress? Today, the answer to this question is worth $30 billion.

The meteoric rise of home-sharing site AirBnB is driven by many factors, but it started with the founders Joe Gebbia and Brian Chesky asking a series of questions that helped them uncover new opportunities.

In A More Beautiful Question: The Power of Inquiry to Spark Breakthrough Ideas, Warren Berger takes an in-depth look at how asking ‘why’, ‘what if’ and ‘how’ drove the early success of famous tech start-ups like AirBnb or Netflix. His insight: We are all born with a billion-dollar app — our aptitude to ask questions.

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Learn how to supervise principals for improved leadership in October institute

by UWCEL Aug 29, 2016

School districts, both small and large, are searching for new ways to ensure that principals get the skills, resources and time they need to be instructional leaders.

In this interactive institute hosted by the AASA, Stephen Fink (executive director), June Rimmer and Max Silverman (both associate directors) from the Center for Educational Leadership (CEL) will give central office leaders the background and tools necessary to understand what principals need and how to provide it.

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To improve district leadership, we need to learn and share

by Krista Parent Aug 16, 2016

My first teaching job was in the South Lane School District in Cottage Grove, Ore. Today, more than three decades later, I’m still in the same district, having served as the superintendent for the last 16 years.

To be completely honest, I’m not exactly sure how I ended up as a superintendent because, at heart, I’m still a teacher. I view my work through a teaching lens, which, coupled with my long tenure, has really helped me go deep in my work and analyze what it is that makes systems drive instructional improvement.

What I’ve learned is that good teaching and learning is not just a teacher issue. True, students need effective teachers. But effective teachers need good principals. And good principals need support from the central office. Unfortunately, it’s the last part of this chain where the system often breaks down.

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What we are reading this summer

by UWCEL Aug 2, 2016

Photo by .christoph.G. / CC BY-ND 2.0

It's the time of the year when we are still in summer break mode but coming to grips with the idea of school starting back up soon. And while some of us might still have a beach read on the nightstand, it's a good time to dive back into important education topics like equity, teaching, learning and workload management.

Here is a list of four books that inspired our CEL experts and might inspire you as you get ready for a new school year:

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Celebrate the power of coaching

by UWCEL Jun 28, 2016

Improving teaching and learning is a complex task. Shifts in instructional models, new standards and a lack of time drive educators and school districts to find new ways to help teachers grow their practice.

Rebekah Kim, principal of Midway Elementary School in the Highline Public Schools district in Burien, Wash., faced a similar challenge: How to maintain the sacredness of her time with teachers, while providing meaningful, personalized feedback to grow teaching practice.

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New institute helps coaches support higher standards in math and literacy

by UWCEL Jun 13, 2016

From content expert to facilitator of student-centered teacher teams — coaches take on many different roles in districts. Regardless of the role, the research is clear: coaches have a powerful impact on teacher practice, and professional development greatly helps them maximize their role.

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Build a roadmap to support great teaching with new School Leadership Institute

by UWCEL May 27, 2016

Creating a plan for the year to support teachers can be daunting. School leaders need to answer many important questions: What are specific ways to support teachers? How can they provide professional learning opportunities that go beyond ratings and checklists? What's the best way to set up an environment that is supportive and conducive to performance improvement?

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Common goal unites district — how leaders and teachers build Literacy and a collective responsibility for student learning

by UWCEL May 24, 2016

Strong literacy skills are a key factor for a student's educational achievement and career. But while the debate around higher academic standards has sharpened national focus on the reading of complex, discipline-specific informational texts, educators have been grappling with how to help content-area teachers support student literacy for decades.

Traditionally, content-area focused teachers, particularly in middle or high school, have not been trained to teach students how to access rigorous texts, including which disciplinary-specific strategies to use, how to break down and think about disciplinary text, or how to grapple with difficult questions while reading closely.

To address this challenge, Wyoming's Uinta County School District #1 is engaging in long-term, comprehensive literacy-focused professional learning in social studies, science, and vocational education.

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With ESSA, it’s (finally) time to put growth at the center of teacher evaluation

by Patty Maxfield May 10, 2016

In education policy — as in life — there are few second chances. So it’s exciting to see that as a result of the Every Student Succeeds Act (ESSA), teacher evaluation seems to have gotten one of these rare opportunities to reassess and change course.

ESSA hands more policymaking power to states and districts. States will have complete control over teacher evaluations and more power over how test scores and other factors figure into accountability. In fact, state legislatures have already started to change assessment and accountability requirements.

So how should we use this second chance to design a teacher evaluation system with the right priorities that helps both students and teachers reach higher levels?

The short answer is: with a focus on growth.

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