From content expert to facilitator of student-centered teacher teams — coaches take on many different roles in districts. Regardless of the role, the research is clear: coaches have a powerful impact on teacher practice, and professional development greatly helps them maximize their role.
Creating a plan for the year to support teachers can be daunting. School leaders need to answer many important questions: What are specific ways to support teachers? How can they provide professional learning opportunities that go beyond ratings and checklists? What's the best way to set up an environment that is supportive and conducive to performance improvement?
Strong instructional practitioners are constantly reflecting on their practice, grounding their practice in research, and working to improve and streamline their practice to be more effective in their impact on student learning. Following this spirit of instructional innovation and learning, the University of Washington Center for Educational Leadership (CEL) has released an updated version of the 5D+ Rubric for Instructional Growth and Teacher Evaluation.
As a research institution, CEL learns from district partners and revises its work based upon that learning. While version 2 of the 5D+ Rubric is a sound and complete evaluation and growth tool, the new version 3 is clearer, more concise and easier to use for teachers and principals.
The work of the instructional leader is to ensure that every day, in every classroom, every student has a powerful learning experience. To do this, leaders need to know the most essential aspects of instructional leadership as described in the Center for Educational Leadership's 4 Dimensions of Instructional Leadership™. Now, CEL is introducing a companion resource to the 4D™ framework — the 4D Instructional Leadership Growth Continuum.
This new tool describes growth in leadership behavior at various levels of expertise ranging from novice to expert. It can be used for self-assessment, personal reflection, goal setting, leadership coaching, and professional learning.
School systems across the country want to better support the work of their principals. For most systems this means a real focus on helping central office leaders work differently.
In this new institute hosted by the San Diego County Office of Education, experts from the Center for Educational Leadership (CEL) will give central office leaders the background and tools necessary to take critical actions to restructure how they work to better support principals as instructional leaders.
The University of Washington Center for Educational Leadership (CEL) has released an updated version of the Principal Support Framework. Representing the best thinking of educators from across the country, the framework describes key actions of central offices that effectively support principals as instructional leaders.
Version 2.0 continues its focus on how central office leaders can best support principal success, but includes critical updates including:
Are you a district leader interested in better understanding how things are working in your central office? Do you want to deepen your conversations about how to create the conditions for principals to focus on instructional leadership?
A new tool available now on CEL's website gives central office leaders and managers the opportunity to survey colleagues in the district on their opinion how the central office works and compare those results with other districts from across the country.
Many principals and superintendents can name the person who first tapped them to be a leader. Who saw the leader in you? Who mentored and coached you to be the leader you are today?
Principals are in a prime position to drive better instruction at their school. But they can't do it alone. Central offices need to give them the support they need to be successful.
In 2016 the Center for Educational Leadership (CEL) celebrates another milestone — our 15th anniversary. Founded in 2001 as a nonprofit service arm of the University of Washington College of Education, we continue to be dedicated to eliminating the achievement gap that divides our nation’s children along the lines of race, class, language and disability.
To mark the occasion and take a moment to look back, we worked with graphic artist (and teacher) Taryl Hansen to create a visual overview of CEL's last 15 years (see image above).