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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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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