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.
This paper explores to what extent central office administrators lead meetings of
principal professional learning communities in ways that promise to strengthen principals» development as instructional leaders and the conditions that help or hinder administrators in the process.
This webinar will introduce a tool developed through a collaborative process with leaders nationwide during the Wallace / NASSP
Principal Professional Learning Community (PLC).
Not exact matches
Mason chairs the New and Aspiring School Leaders Institute, a four - day
professional development program at HGSE that invites new
principals to come together and talk about leadership styles, how to construct a positive
learning environment, and how to form a
community of school leaders.
Principals model «
learning for life» through their own
professional practice and promote it actively in their interaction with students, staff, families and carers, and the wider
community.
CEL is supporting Seattle's commitment through two integrated leadership initiatives: the development of
professional learning communities for all district
principals, and support of the executive team of Seattle's Chief Academic Officer.
A contributing author to two assessment anthologies, The Teacher as Assessment Leader and The
Principal as Assessment Leader, he is also coauthor of Teaching the iGeneration, Communicating and Connecting with Social Media, Building a
Professional Learning Community at Work ™, and Making Teamwork Meaningful.
This year all NPS
principals will work in
professional learning communities to use the 5D to build a common vision of and language for instruction while also using
learning walks to hone their instructional leadership skills.
We asked
principals and vice
principals about the
principal «s leadership in areas such as student achievement goals, vision for the school, and student
learning; making decisions about instruction; leadership distribution in the school;
professional development experiences for
principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school
community.
In addition, each participating
principal will have direct access to nationally award - winning
principals from the demonstration project, and will be able to participate in a
Professional Learning Community of peer
principals implementing RAISEup Texas in order to
learn from each others» experiences.
As an elementary
principal, she helped her school earn state and national recognition as a model
professional learning community.
The multiple linkages model asserts a prominent role for «situational variables» — the size of the work group, organizational policies and procedures, the prior training and experience of members — which mediate what the leader is able to do.131 For example, the size of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature of
professional communities, rather than size per se, becomes a constraint on how
principals try to organize
professional communities to focus on instruction and student
learning.
We asked teachers about their approach to teaching, the lessons we had observed, the
principal «s role in guiding and supporting their work, factors that have the greatest influence on student
learning, district influences,
professional development opportunities, the school
community, the extent of parental involvement, and what they would tell a new teacher about what it is like to work at this school.
They designed districtwide in - service programs for
principals, focused specifically on new curriculum initiatives (e.g., revision of the elementary mathematics program) or school - improvement initiatives (e.g., developing a
professional learning communities effort, extending to all schools).
Supporting
Principal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher e
Principal Leadership for Pre-K — Third Grade
Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3
communities, cultivate standards of effective practice for P - 3
principals and related leaders, develop practical implementation strategies as described by an elementary school
principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher e
principal and state education leaders, and consider implications for state and local policymakers, technical assistance and
professional developmental providers, and higher education.
At the first meeting of the
professional learning community for The Wallace Foundation's
Principal Pipeline Initiative, Wallace President Will Miller urges attendees to work together to improve principal training
Principal Pipeline Initiative, Wallace President Will Miller urges attendees to work together to improve
principal training
principal training programs.
Harmer's thirty — year career in public schools included serving as
principal of three award - winning elementary schools; K - 12 teacher and
learning specialist; instructor in
community college and university teacher and
principal preparation programs; and service on a wide range of
professional advisory councils and boards.
In the face of limited resources, a dearth of deep
professional learning opportunities, and anxiety from school
communities,
principals are piecing together implementation and leading with resilience.
A contributing author to two assessment anthologies, The Teacher as Assessment Leader and The
Principal as Assessment Leader, he is also coauthor of Teaching the iGeneration and Building a
Professional Learning Community at Work /,
Learning Forward's (formerly National Staff Development Council) 2010
Professional Development Book of the Year.
AACTE is grateful to The Wallace Foundation for supporting participants in coalescing a
community of
professional learning to explore pathways for improvements in
principal preparation practice.
Schools should be
professional learning communities where
principals and teachers are viewed as «lifelong learners» in their profession.
These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student
learning by leveraging and expanding knowledge and skills among staff, parents, and
community members; 2) improve the quality of instructional leadership by providing ongoing
professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded
professional development; 4) increase student engagement in the
learning process by personalizing
learning environments to build on student interests; 5) increase
community involvement in schools by giving
principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.
Due to the significant improvements in student outcomes and the collaborative culture at Pattimura, Paul was recognized as the 2012 Distinguished
Principal of the Year by the National Association of Elementary School
Principals, and in 2015 Pattimura was recognized as a model
professional learning community.
The
professional learning communities are a safe place to have that conversation,» says Ted Howard II,
principal at Garfield High School, one of 12 high schools in the highly diverse district, where students speak more than 100 languages and more than a third qualify for free or reduced - price lunch.
'» The CEL work with
professional learning communities has helped open new lines of communication across the district, says the Garfield High School
principal.
Most notably, they have been articulating a federal policy agenda with a combined voice and they currently co-lead a
professional learning community in the Wallace Foundation
Principal Pipeline program.
Although
professional learning communities have gained wide acceptance as a way for teachers to support one another's
learning, there is less attention paid to the need for
principals to meet together to enhance
learning and leadership.
At each school she visited, she met teachers and
principals who enthusiastically embraced teacher leadership,
professional learning communities, coaching, and teamwork among faculty and staff.
A number of school systems are complementing — not minimizing — the
principal supervisor role with adult
learning best practices that include
principals self - assessing to determine their own
learning needs, engaging in cycles of inquiry, and working in
professional learning communities with their peers.
Allegheny Intermediate Unit (aiu3) Alliance for Excellent Education (AEE) American Alliance of Museums (AAM) American Association of Classified School Employees (AACSE) American Association of Colleges for Teacher Education (AACTE) American Association of
Community Colleges (AACC) American Association of School Administrators (AASA) American Association of State Colleges & Universities (AASCU) American Council on Education (ACE) American Counseling Association (ACA) American Educational Research Association (AERA) American Federation of School Administrators (AFSA) American Federation of State, County, and Municipal Employees (AFSCME) American Federation of Teachers (AFT) American Institutes for Research (AIR) American Library Association (ALA) American Medical Student Association (AMSA) American Occupational Therapy Association (AOTA) American School Counselor Association (ASCA) American Speech - Language - Hearing Association (ASHA) American Student Association of
Community Colleges (ASACC) Apollo Education Group ASCD Association for Career & Technical Education (ACTE) Association of American Publishers (AAP) Association of American Universities (AAU) Association of
Community College Trustees (ACCT) Association of Jesuit Colleges & Universities (AJCU) Association of Public and Land - grant Universities (APLU) Association of Public Television Stations (APTS) Association of School Business Officials International (ASBO) Boston University (BU) California Department of Education (CDE) California State University Office of Federal Relations (CSU) Center on Law and Social Policy (CLASP) Citizen Schools Coalition for Higher Education Assistance Organizations (COHEAO) Consortium for School Networking (COSN) Cornerstone Government Affairs (CGA) Council for a Strong America (CSA) Council for Exceptional Children (CEC) Council for Opportunity in Education (COE) Council of Chief State School Officers (CCSSO) Council of the Great City Schools (CGCS) DeVry Education Group Easter Seals Education Industry Association (EIA) FED ED Federal Management Strategies First Focus Campaign for Children George Washington University (GWU) Georgetown University Office of Federal Relations Harvard University Office of Federal Relations Higher Education Consortium for Special Education (HESCE) indiCo International Society for Technology in Education (ISTE) Johns Hopkins University, Center for Research & Reform in Education (JHU - CRRE) Kent State University Knowledge Alliance Los Angeles Unified School District (LAUSD) Magnet Schools of America, Inc. (MSA) Military Impacted Schools Association (MISA) National Alliance of Black School Educators (NABSE) National Association for College Admission Counseling (NACAC) National Association for Music Education (NAFME) National Association of Elementary School
Principals (NAESP) National Association of Federally Impacted Schools (NAFIS) National Association of Graduate -
Professional Students, Inc. (NAGPS) National Association of Independent Colleges and Universities (NAICU) National Association of Private Special Education Centers (NAPSEC) National Association of School Psychologists (NASP) National Association of Secondary School
Principals (NASSP) National Association of State Directors of Career Technical Education Consortium (NASDCTEc) National Association of State Directors of Special Education (NASDSE) National Association of State Student Grant & Aid Programs (NASSGAP) National Association of Student Financial Aid Administrators (NASFAA) National Center for
Learning Disabilities (NCLD) National Center on Time &
Learning (NCTL) National Coalition for Literacy (NCL) National Coalition of Classified Education Support Employee Unions (NCCESEU) National Council for
Community and Education Partnerships (NCCEP) National Council of Higher Education Resources (NCHER) National Council of State Directors of Adult Education (NCSDAE) National Education Association (NEA) National HEP / CAMP Association National Parent Teacher Association (NPTA) National Rural Education Association (NREA) National School Boards Association (NSBA) National Student Speech Language Hearing Association (NSSLHA) National Superintendents Roundtable (NSR) National Title I Association (NASTID) Northwestern University Penn Hill Group Rutgers, The State University of New Jersey School Social Work Association of America (SSWAA) Service Employees International Union (SEIU) State University of New York (SUNY) Teach For America (TFA) Texas A&M University (TAMU) The College Board The Ohio State University (OSU) The Pell Alliance The Sheridan Group The Y (YMCA) UNCF United States Student Association (USSA) University of California (UC) University of Chicago University of Maryland (UMD) University of Maryland University College (UMUC) University of Southern California (USC) University of Wisconsin System (UWS) US Public Interest Research Group (US PIRG) Washington Partners, LLC WestEd
Under a new contract competitively awarded by the Department of Defense Education Activity (DoDEA), Education Northwest will work to support the academic success for students of military families through the improved implementation of
professional learning communities for
principals and teachers at U.S. military schools across the globe.
Shared and supportive leadership - The
principal and the
professional learning community members create opportunities for teachers to assume leadership roles and support them in developing the knowledge and skills to do so.
The
principals will form a
professional learning community with one another to focus their coaching experience on the implementation of the RAISEup Texas model at their schools.
New Teacher Center describes strong induction programs as those that include instructional mentoring for new teachers by carefully selected, well - prepared mentors; formative assessment for teachers and support systems to drive continuous improvement;
professional learning communities for mentors and new teachers; engaged
principals; and supportive school environments and district policies.9 Research suggests that regular contact between beginning teachers and mentors over a period of at least two years can propel improved teaching and greater student
learning.10
The School Leadership District Cohort is a
professional learning community of four selected school districts from across the U.S. that will work hand - in - hand with the Bush Institute's Education Reform team to improve how they find, support, and keep effective
principals.
Every first - year
principal received one - on - one coaching, and we identified strong
principals to form a
professional learning community to support
principals across the district and align efforts toward improvement.
The
Learning Professional addresses timely professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teacher
Learning Professional addresses timely professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teac
Professional addresses timely
professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teac
professional learning issues such as learning communities, the role of principals, finding time for professional learning, and teacher
learning issues such as
learning communities, the role of principals, finding time for professional learning, and teacher
learning communities, the role of
principals, finding time for
professional learning, and teac
professional learning, and teacher
learning, and teacher quality.
Shari Albright, Trinity University, Department of Education David Anthony, Former Cypress Fairbanks Superintendent Portia Bosse, Texas State Teachers Association Marcelo Cavazos, Texas School Alliance David Chard, Wheelock College, & Texas Teacher Preparation Collaborative Ana Coca, Texas Association for Bilingual Education Jessica Conlon, TNTP, & Texas Teacher Preparation Collaborative Harley Eckhart, Texas Elementary
Principals and Supervisors Association Barry Haenish, Texas Association of
Community Schools Frank Hernandez, SMU Simmons School of Education and Human Development Kate Kuhlmann, Association of Texas
Professional Educators Stephanie Hirsh,
Learning Forward, & Texas Teacher Preparation Collaborative Diane Huber, iTeachTEXAS, & Texas Teacher Preparation Collaborative Janna Lilly, Texas Council of Administrators of Special Education Casey McCreary, Texas Association of School Administrators Patty Quinzi, TX - American Federation of Teachers Jim Nelson, Texas Teacher Preparation Collaborative Colby Nichols, Texas Rural Education Association Scott Ridley, Texas Tech University, Dean of Education, & Texas Teacher Preparation Collaborative Mike Savage,
Principal, Audelia Creek Elementary, & Texas Teacher Preparation Collaborative Lindsay Sobel, Teach Plus Texas Kevin Sevin, Teacher, iSchoolHigh@UniversityPark, & Texas Teacher Preparation Collaborative Seth Rue, San Antonio ISD Jenna Watts, Deans for Impact Rodney Watson, Superintendent, Spring ISD, & Texas Teacher Preparation Collaborative Sandra West, Science Teachers Association of Texas Paige Williams, Texas Classroom Teachers Association Randall Woods,
Principal, Burgess High School & Texas Teacher Preparation Collaborative
They also reported working longer hours and spending more time than comparison
principals on the instructional activities that have been linked to stronger school performance, including building a
professional learning community among staff, evaluating and providing feedback to teachers, and using data to monitor school progress.
Accomplished
principals will share the latest research and analysis on evidence - based strategies to support the role of
principals according to ESSA evidence tiers, discuss how ESSA provides states and districts with ample opportunities to provide on - going
professional support for
principals, and share key strategies for sustaining high quality
professional learning communities for
principals and other school leaders.
Supporting
Principal Leadership for Pre-K through Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher e
Principal Leadership for Pre-K through Third Grade
Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3
communities, cultivate standards of effective practice for P - 3
principals and related leaders, develop practical implementation strategies as described by an elementary school
principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher e
principal and state education leaders, and consider implications for state and local policymakers, technical assistance and
professional developmental providers, and higher education.
Effective PreK - 3rd provides: High - quality and unified
learning in well - staffed classrooms; well - prepared teachers and aides to educate children in the 3 - 8 age range; supportive school district policies; strong
principal leadership that includes supporting
professional development time for teachers to plan for effective coordination across and between grades; and includes families and
communities that share accountability with PreK - 3rd schools for children's educational success.
In addition, our Eureka Math
Professional Learning Community (PLC), consisting of eight
principals, our Regional Superintendent and Instructional Specialist, continues to convene each month to leverage their experience as we work toward our instructional goals.
At the heart of Peter's practice as a
principal is acting on a shared moral purpose derived from a strong evidence base, and consistent challenges around the conditions for
learning, curriculum and teaching, parent and
community support, leadership and
professional learning.
In addition to supporting the
professional learning communities of secondary and elementary
principals and assistant
principals as the MCAAP VP, Mr. Bartee also co-chaired the Montgomery County Public Schools Peer Assistance and Review Panels for support staff, teachers and administrators.
Principal Deborah Warr of Knollwood Elementary School in north Rapid City, South Dakota, relates how «Indistar and its research provided us with a critical structure» to «tighten up our
professional learning communities and use student data more strategically.»
Alvy, a former
principal, and Robbins, an expert in
professional learning communities, meticulously explore Lincoln's leadership actions and thoughtful words, present practical implications for modern school leaders, and offer engaging activities to help leaders implement action steps in their schools.
Second, MDE will work closely with Michigan's
professional organizations to develop guidance for LEAs in identifying and cultivating the skills and dispositions of effective
principal mentors and provide
professional learning opportunities, including
communities of practice, for high - potential
principals to become mentors.
The Vermont Agency of Education will use robust and actionable data to build statewide
communities of practice to engage in high - quality
professional learning for
principals and other school leaders.
Professional learning communities, teacher book groups,
principals, teacher educators, and individuals interested in the issues raised in EL can use these study guides.