In January, teachers and principals often take stock of progress and make plans for the rest of the school year. At the Center for Educational Leadership's (CEL) new Midyear Teaching Tune-up on January 21, 2016 in Seattle, Wash., educators get the chance to analyze impact and refine their goals with the help of CEL experts.
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.
Giving targeted feedback is a crucial component of instructional improvement and an important support for helping teachers grow their practice throughout a school year. Starting in December, educators in California (and beyond) will have the chance to improve their targeted feedback skills in five two-day institutes across the state.
Hosted by the San Diego County Office of Education - Learning and Leadership Services Division, the specialized leadership institutes help school leaders implement structures and processes for providing teacher feedback and growth. The institutes support principals, teachers and central office leaders in developing the skills and tools for strengthening teaching practice through a collaborative feedback process that results in the improvement of student learning.
It’s easy to forget students when we’re giving feedback, planning professional development or leading PLCs. Instructional leaders are often so focused on supporting the development of teacher practice that they forget to check if their work has an impact on students.
An area of focus is what a teacher chooses to work on in his or her instructional practice in relationship to the strengths and needs of students within the school year. In a new Principal Center Radio podcast, CEL Project Director Joanna Michelson and host Justin Baeder, director of The Principal Center, discuss some of the common problems in finding a good area of focus and how to solve them, including:
Principal supervisors can be an important resource for school improvement when they emphasize principal growth and learning. But transforming the role of principal supervisors and building the tools and support structures to help them grow principals' instructional leadership skills is a challenging task.
In a new white paper from the University of Washington Center for Educational Leadership (CEL) and the District Leadership Design Lab (DL2), authors Drs. Lydia Rainey and Meredith Honig describe the initial efforts of 11 school systems that are redesigning principal supervisor positions, highlight common trends and share emerging best practices. The school systems all participate in the Leading for Effective Teaching (LET) project, a partnership between the Bill & Melinda Gates Foundation and CEL.
Researchers from Vanderbilt University and the University of Washington have received a grant from the U.S. Department of Education’s Institute of Education Sciences to refine and expand the use of the Center for Educational Leadership’s (CEL) 5D Assessment tool. When finished, the newly developed and validated online tool will measure school leaders' capacity to observe and analyze the quality of classroom instruction, provide feedback to teachers, and plan professional development for teaching staff.
Participants in CEL’s 5D Assessment currently watch a video of classroom teaching and then write a response to three questions about their observations and interpretations, and their thinking about professional development. This response is scored by CEL raters and reported to school districts.
Giving targeted feedback is a powerful skill and an important support for helping teachers grow their practice throughout a school year. At this year's Targeted Feedback Institute (October 27-28 in Renton, Wash.), principals, instructional coaches, teacher leaders and central office leaders who supervise principals can learn and practice how to provide the kind of feedback teachers can implement immediately and independently.
The Center for Educational Leadership has been training teacher, school and district leaders in targeted feedback work for the past several years. In this updated version of the institute, participants will learn the characteristics of effective targeted feedback and how to engage in feedback cycles with their teachers that result in improved student outcomes.
The University of Washington Center for Educational Leadership (CEL) will host the Area of Focus Institute, a new professional development event for teams of principals, coaches, teachers and teacher leaders, on September 23, 2015 in Renton, Washington.
New teacher evaluation systems are prompting teachers to formalize their goals for student learning and their own instructional practice – and to collect data to assess progress toward meeting them. This process of goal-setting requires developing an area of focus.
After several months of intense planning, the Center for Educational Leadership (CEL) this week and next is hosting 50 principals from around the country for a summer training institute in Denver, Colo.
The institute kicks off an intensive principal training effort that is part of a large-scale, randomized controlled trial evaluation of principal professional development. Conducted in partnership with other research and education institutions and funded by the U.S. Department of Education's Institute of Education Sciences, the study will provide the most rigorous evaluation to date of principal professional development's impact on principals, teachers, students and schools.