Springboard Schools Leadership Seminars: The Modules

Instructional Leadership to Close the Achievement
Gap: The Principal’s Role (PRIN-01)

4 Days

Builds principals' knowledge and skills to develop a professional
practice based on collaboratively guiding teachers through a process
of inquiry and analysis about student learning. Principals will learn how
to develop a high-functioning school culture in which teachers formatively assess and analyze student work using rubric-based performance indicators and exemplars. They also will learn how to lead teachers through a collaborative process of improving curriculum and instruction based on their inquiry and analysis of student performance.

Principals who complete this training will know how to:

• Create school-wide professional learning community in which all members share internal responsibility and accountability for every student in the school
• Build a sense of belief among teachers that improvements in their work will result in improvements in student learning
• Provide the conditions and structure in which teachers can collaborate on a school-wide inquiry process that includes using standards, student performance data, lesson study, and action research to improve student learning
• Construct a collaborative process to analyze student performance data using multiple sources and then use that information to establish clear and highly focused goals for student learning
• Lead a collaborative process that uses student data to provide immediate intervention support for students as necessary
• Develop a school budget to insure that the school’s resources (time, money, people) are aligned with instructional and learning priorities
• Lead a school-wide process to plan and align curriculum with standards and develop lessons and units that enable the school’s students to achieve those standards
• Develop a structure to enable teachers to participate in collaborative lesson study groups that support curriculum and instruction improvement
• Walk through classrooms and quickly collect teacher performance data using rubrics aligned with the California Standards for the Teaching Profession (CSTP)
• Analyze walk-through data, prepare performance reports and provide data-based performance-improvement coaching to teachers as necessary
• Develop a structure to embed peer-assisted professional development and the improvement of instruction and curriculum in teachers’ actual work with students.

In addition to public presentations, the Principals’ Leadership Series can be presented in your district, structured in several ways:

1. Within a school district in groups of up to 25 principals and assistant principals
2. Over 2 years: Year 1 – 4 days; Year 2 – 5 days
3. As a 3-day summer institute over 3 years

 

 

Register or request more information on any seminar by clicking here.