Given the redefined roles and demands of principals, their supervisors must transform how they lead, coach, and supervise. At this year’s 70th ASCD Annual Conference in Houston, Texas, CEL Project Director Karen Cloninger joined by Renton Public Schools Assistant Superintendent Tammy Campbell, Ed.D., presented CEL’s partnership work around the role of principal supervisors in developing leadership actions that improve teaching and learning, engage principals in cycles of inquiry around instructional leadership goals, and focus on growing principal leadership in authentic contexts.
The University of Washington Center for Educational Leadership (CEL) has released an updated version of the 4 Dimensions of Instructional Leadership. Describing the most important aspects of instructional leadership in more detail and clarity, this refined version of the framework helps school leaders better identify areas for instructional improvement and focus their time and energy on academic achievement for all students.
Version 2.0 incorporates feedback from educators using the 4D™ framework in their daily instructional practice and reflects CEL’s experience from working with school districts across the nation. CEL experts also reviewed current research published by the Wallace Foundation, the Bill & Melinda Gates Foundation and others.
Starting this month, Oregon education reform organization The Chalkboard Project is embarking on a new initiative that will bring leadership training to 71 school administrators responsible for 41 percent of Oregon’s K-12 students.
That is the question over 60 principals, principal supervisors, and other central office leaders from across the country came to discuss and learn about at last week’s Leading for Effective Teaching meeting in Denver. The meeting, part of the Leading for Effective Teaching Project that CEL is leading with generous support from the Bill & Melinda Gates Foundation, included participants from 13 districts and charter management organizations (see box).
In presentations and break out sessions, CEL staff established the basics of a successful coaching partnership between principal supervisor and principal and highlighted some of the newest project findings. In a next step, participants put theory into action and observed Denver Public School instructional superintendents, the school system's prinicpal supervisors, coaching principals in schools.
In the final installment in a series of webinars exploring issues around how central offices can best support principals as instructional leaders, Dr. Meredith Honig of the University of Washington shares her team’s research on what principal supervisors do when they lead principal professional learning communities in ways that support principals’ growth as instructional leaders. She discusses tools and strategies districts can use to make these practices a reality in their systems.
We encourage principals and their supervisors to watch the webinar together and discuss how they can partner to improve the effectiveness of principal professional learning communities in their district.
The University of Washington Center for Educational Leadership (CEL) has released a set of three tools designed for school district central office leaders, especially principal supervisors, to help principals improve teaching and learning in every school across the district.
Increased accountability and scrutiny for school districts across the county has put renewed focus on an old problem: the persistent achievement gap dividing students along the lines of race, class, language and disability.
It's widely understood that principals play a pivotal role in the improvement of teaching and learning. But only few districts offer the right tools and support they need to succeed. Instead, principals often struggle with a lack of coordinated professional development, not enough time to work with teachers on instructional improvement, and a missing consensus on what the day-to-day work of a principal focused on teaching practice should look like.
The Big “Aha”: CEL Brings Equitable Learning Strategies to Small District With Stark Gap
As she scans student faces during classroom discussions, Michelle Rooks constantly asks herself “Who is being left behind? Who needs support to access the conversation?” The middle school instructional coach describes these as “gut questions” – questions planted by University of Washington Center for Educational Leadership (CEL) experts who, over the past three years, have brought powerful equity-driven instructional and leadership strategies to a Wyoming school district with a stark and striking achievement gap.
In Memphis, Principals Are Being Coached Like Executives
MEMPHIS, Tenn. — Principal James Shaw is in the fight of his career at A.B. Hill Elementary. Last spring, two years after he arrived, test scores at the South Memphis school dropped. And this fall, just before the first nine-week report card, he got word that nearly half the fifth-graders had failed math.
The era when grades were a teacher’s problem is over. In the data-driven accountability that now rules in public schools, principals are responsible for grades, plus they are expected to have enough tricks up their sleeves to help every teacher improve.