We have three great sessions on Thursday and Friday for superintendents and principal supervisors at the AASA National Conference on Education in Nashville. Check them out!
For the 2018-2019 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 practice 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.
The content for this academy will be 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 practice from districts across the country. The academy participants will work from problems of practice, use cycles of inquiry, learn from case studies, and utilize virtual professional learning communities and virtual individual coaching.
The program will be limited to 50 participants. Application deadline is August 15, 2017.
Learn more about the AASA National Principal Supervisor Academy.
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.
The role of the principal is rapidly changing. Gone is the idea of the principal as building manager. Today’s successful principal is a public relations professional, curriculum expert, data specialist, talent manager and — most importantly — an instructional leader.
School systems across the country are trying to adapt to this changed reality. But how do central office leaders think about these changes? What challenges and opportunities do they see? And are there key practices that create the right conditions for principals to succeed?
A quick scan of education news headlines shows: the role of school principal is less satisfying and attractive than it has ever been. Whether you look at principal job satisfaction surveys or the data on principal tenure, education leaders need to wake up and figure out how to make the principal job not only doable, but doable in a way that positively impacts student learning.
To do this, many systems focus on principal evaluation and the role of principal supervisors. But we believe that school systems have to take a broader look at how central offices need to work differently to support principals. That is why we are excited to release version two of our Principal Support Framework. This updated version continues its focus on how central office leaders can best support principal success, but includes critical updates including:
CEL recently hosted 70 central office leaders from across the country for the Leading for Effective Teaching Fall District Leadership Summit in Scottsdale, Ariz. The summit helped participants zero in on an important national conversation on how central offices can better support principals as instructional leaders.
Apart from Common Core, nothing has changed the face of education in this country over the past few years quite as much as the drive to evaluate educators and hold them responsible for results. Since 2009, over two-thirds of states have made significant changes to how teachers are evaluated.
From a focus on teacher performance the spotlight quickly moved to principals and their role in supporting teacher practice. Recently, we have seen increasing recognition of the fact that principals often don’t have the tools and support to help teachers — shining a light on central offices and their support for principals’ instructional leadership efforts.
When I ask principals what prevents them from focusing on instructional quality in their school, the number one answer I get is: time. It’s true, time is always a concern for principals, but it is not the only one. I have found that even when principals carve out the time to improve instruction, they are often at a loss for what to do.
That’s a problem because principals matter. School leadership is the second greatest school-related influence on student learning, second only to teacher effectiveness (Leithwood & Riehl, 2003). Without an effective principal in every school, it will be difficult to improve student outcomes and close persistent achievement gaps.
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.