Instructional Leadership in Action

Meet the 2020 CEL District Leader Fellows

by Michele Mason Feb 5, 2020

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We are excited to announce the second 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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A Decade of Rigorous Teaching, Leading and Learning

by Max Silverman Jan 7, 2020

On behalf of our team at the University of Washington Center for Educational Leadership, I am writing to wish a happy and peaceful new year to all of CEL’s partners, peers and supporters. I write this year with hope and optimism for what the coming decade will hold for students, educators and school communities nationally. For our team, the past year was an exciting one in which we released a new vision and mission, deepened our partnership with school systems across the country and engaged in development work that will produce new and revised frameworks in the coming months.

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The Importance of Partnership

by Max Silverman Oct 22, 2019

In this latest installment of The Throughline, Max Silverman emphasizes the importance of collaboration for CEL and highlights a recent story about our shared work with a partner, Blaine School District.

Partnership is at the heart of how our team at The University of Washington Center for Educational Leadership (CEL) works with school and system leaders across the country. Over CEL’s 18 years, we have learned again and again that multi-year collaboration in schools and classrooms leads to the greatest change for students and adults in the school systems that we support. 

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CEL's Summer Reading List

by UWCEL Aug 20, 2019

In preparation for this new 2019-2020 school year, University of Washington Center for Educational Leader (CEL) experts kept up with their summer reading and shared six educational book recommendations. With a focus on equity, courageous leadership and student-centered learning, these books should be on your reading list as you enter the school year.

Let us know your favorite educational reads on Twitter @UWCEL.

 

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Empowering all students takes courageous leaders: CEL’s new vision for student experiences and a mission to get there

by Max Silverman Jun 24, 2019

In this latest installment of The Throughline, Max Silverman uses his final blog post of the school year to share CEL's new vision and mission.

In their recent book, Leading for Professional Learning, my colleagues Anneke Markholt, Joanna Michelson and Stephen Fink begin by acknowledging that, “Our nation has work to do. Deep and historically entrenched economic, political, and social chasms continue to create systemic barriers to student learning that result in educational disparities, dividing our nation’s children along the lines of race, class, and language.”

As alluded to, these societal chasms have been a part of the education landscape for generations and continue to be persistent obstacles to achieving equitable outcomes for too many students. In fact, not too long ago — roughly half a generation — my friend and mentor Stephen Fink courageously launched the University of Washington Center for Educational Leadership with a dedication to eliminating the achievement gap.

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Teacher professional learning: A shift in beliefs is key to advancing access and equity for students.

by Joanna Michelson Jun 17, 2019

What does transformative teacher professional learning look and sound like? This case example — which was written by my colleague Renee Gallagher and published in the May/June 2019 issue of NAESP's Principal magazine — illustrates how a shift in beliefs is key to advancing access and equity for students.

As Renee shows, classroom experiences that are truly transformative for students require adults to work and learn differently than they typically do. Yet, adult beliefs about student capabilities often stand in the way of getting better with teaching practice.

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Leading for a new student experience in schools

by Max Silverman Jun 10, 2019

In this latest installment of The Throughline, Max Silverman reflects on a year of conversations with leaders who are pushing for a new school experience for students.

As a leader, you are continually pushing for a new set of outcomes for students, new experiences for leaders in classrooms and schools, and ultimately, new paradigms for schooling.

Over the past seven months of interviews in The Throughline, you have joined me in hearing the best ideas for improving the student experience put forward by education leaders from across the country. These are leaders whom I admire and who have influenced our work at the Center for Educational Leadership — people who illustrate what a new vision of schooling can be about. Each one of these leaders is transforming schools and school systems from a vision that is based on their deep beliefs in the intellect, curiosity and ability of each of their students.

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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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