A
program designed to provide
professional development
opportunities for teacher leaders,
novice principals, and veteran
principals to review and discuss
research that is focused on the
importance of systemic change to
improve academic and social culture
for all students.
Links
to Content:
Demonstration Site:
Rhode Island
Association of School Principals (RIASP)
Background: Click
here to view the
Instructional
Leadership Academy (ILA) brochure.
Target Population:
Teacher Leaders, Aspiring Principals, and Veteran Principals
Need and Intent:
Practicing and future educational leaders need training
in current research and best practice if they are going to effectively
create systemic change that will serve the social and academic
needs of all students. The Instructional Leadership Academy
provides training targeting three groups of educators who are
critical to the development of a distributed leadership model
in schools: veteran principals, aspiring principals, and teacher
leaders. Using current research (such as the McREL
Balanced Leadership Framework) and resources (such as the
National Association
of Elementary School Principals [NAESP] video series titled
"Leaders
and Learners"), participants discuss what works
and what does not work in the creation of effective lasting
change in schools.
Click
here to see RIASP’s PowerPoint presentation on the McREL
Balanced Leadership Framework.
Click
here to see a description of the videos in NAESP’s “Leaders
and Learners” series.
Implementation Process:
- In the fall of 2004, RIASP staff and some of the members
of the RI Principals' Association held a brainstorming session
to discuss leadership needs within RI schools.
- Later that fall, RIASP met with two professors of Educational
Leadership from a nearby college and asked them this question:
“What are the skills and knowledge that you would
like students to have when they enter your leadership preparation
program?” They identified three things: proficiency
in the use of technology to enable better presentations and
better data management; advanced writing skills, and an introduction
to and an appreciation of the best current educational literature.
- In the winter of 2005, RIASP produced
a
brochure highlighting the ILA that was distributed to
principals around the state with instructions that it be shared
with teacher leaders and aspiring principals.
- In the spring of 2005, RIASP conducted its first training
sessions for a small cohort of aspiring principals and teacher
leaders entitled “Leading Learning Communities”.
Click
here for sample agendas from the training sessions. At
the same time, RIASP recruited a group of more than 30 veteran
principals interested in participating in a Reading Circle.
- One of the college professors who helped design the ILA
program was hired to train both groups in protocols and exercises
that the groups could use to make sure that their discussions
were focused on the professional content of the books and
not on “war stories” vaguely related to the educational
issues in the books (see below). Click
here to view the exercise
“The Final Word”.
- Both programs were so well received by participants that
new cohorts of each were begun in the fall of 2005.
- The Reading Circle meets monthly in two separate locations
that allow participants to attend at the time and place that
is most convenient. New books focused on current research
are introduced every two months.
- The Aspiring Principals/Teacher Leader program conducted
two programs during the 2005-06 school year, one in the fall
and one in the spring. Each participant in the Aspiring Principal/Teacher
Leader Program completes an on-line tutorial program provided
by Educational
Impact on the topic of school technology.
Tips for Implementation:
“The uniquely small size of this state
makes it possible for RIASP to
conduct statewide programs that could only be held within a
smaller geographic region of most other states. With that caveat,
each of RIASP’s programs could be easily duplicated in
other states. The Reading Circle, in particular, is very
adaptable. It is likely that veteran principals in other states
are as hungry as are RI principals for the intellectual stimulation
provided by such a circle. Part of the attraction of the Aspiring
Principal/Teacher Leader program is the fact that the state
Department of Education allows teachers to use the training
for credit toward re-certification. Equally important, however,
is the interest that many teachers have in the topics of distributed
leadership, teacher leadership, and professional learning communities.
All participants in the program, those who pursue formal administrative
training as well as those who elect to continue to work in the
classroom, walk away with the understanding that leadership
is not the sole responsibility of the principal in an effective
school.”
- John Golden, Executive Director, RIASP
Case Studies:
A veteran teacher so enjoys being in a classroom that
she does not want to leave teaching. At the same time, she believes
that she has more to offer and would like to extend her influence
in her school beyond the walls of her classroom. After attending
the ILA Teacher Leader Training/Aspiring Principal Training,
she begins discussions with other teachers in her building about
grade level collaboration that eventually leads to the development
of common tasks and common assessments by teachers at her school.
(Click
here to see RIASP’s PowerPoint presentation, “Teacher
Leadership: The Best Hope for Sustaining School Change”.)
Another veteran reading teacher feels that she has more to
give and is considering building administration as a career
option. After attending the ILA training and talking to her
principal about what she has learned, she elects to enroll in
a graduate program for a degree in educational leadership with
the ultimate goal of becoming a principal herself.
A high school principal for nearly a decade and is confident
that he is doing the job well. However, his superintendent,
concerned about the school's high dropout rate and flat performance
on state testing, convinces the principal that he should acquire
some new tools for his administrative tool box. With that, he
joins the ILA Reading Circle for Veteran Principals where he
encounters other principals like himself. Together they read
some of the best of the current crop of educational authors
(Sergiovanni, DuFour, Blankstein, etc) and discuss among themselves
the pros and cons of current reform topics, particularly professional
learning communities. Inspired by what he has learned, he introduces
some new ideas to his faculty and changes the structure of his
faculty meetings to encourage professional discussion. Before
too long, test scores show improvement, faculty members show
a new enthusiasm for their work, and this veteran principal
is now commonly acknowledged as a more effective leader.
“The response from all target groups
has been overwhelmingly positive; participation in the Aspiring
Principal/Teacher Leader Program has grown with each new cohort.
The interest that the books have created among both aspiring
and veteran principals in the topic of “professional learning
communities” is so great that RIASP has decided to dedicate
its summer conference to the topic.”
- John Golden, Executive Director, RIASP
The following are quotes from participants in
the Aspiring Principal/Teacher Leader Program:
- “The sessions have given me an excellent overview
of what a professional learning community is. I feel better
prepared to continue my involvement in the school improvement
team and school-wide discussion of high school reform.”
- “It has made me really become energized toward
taking the step. I find this atmosphere very supportive and
helpful rather than sitting through a generic course on administration.
I also appreciate your energy and enthusiasm and being supportive
to us in our decision making.”
- “It made me more aware of the intricacies of the
job and if the right program is available I will take advantage
of it.”
- “The sessions have helped me to understand all
that goes into becoming a principal and all of the different
aspects they are responsible for – a lot!”
- “I have become more aware of the roles and responsibilities
of being an instructional leader. Not sure of where I intend
to go with it, but my interests still lie within leadership.”
- “I have learned a great deal – in particular,
all the things that go along with being an instructional leader
– such as the role of technology, data, community connection,
and faculty collaboration at all levels. Thank you for a very
helpful class.”
Program Components and Materials:
The following books have been used
in the Instructional Leadership Academy’s programs:
- Blankstein, Alan. (2004). Failure is Not and Option,
Six Principals that Guide Student Achievement in High-Performing
Schools. California: Corwin Press.
- DuFour, Richard et al. (2002). Getting Started: Reculturing
School to Become Professional Learning Communities. Bloomington,
IN: National Educational Service.
- DuFour, Richard et al. (2005). On Common Ground: The
Power of Professional Learning Communities. Bloomington,
IN: National Educational Service.
- Gurian, Michael and Kathy Stevens. (2005). The Minds
of Boys: Saving our Sons from Falling Behind in School and
Life. New Jersey: Jossey-Bass.
- NAESP. (2001). Leading Learning Communities: Standards
for What Principals Should Know and Be Able to Do.
- Sergiovanni, Thomas. (1995). Leadership for the Schoolhouse:
How Is It Different? Why Is It Important? New Jersey:
Jossey-Bass.
Contact for More
Information:
Name: John Golden
Job Title: Executive Director, RIASP
Role in Project: Coordinator
Phone: (401) 272-9811 x18
E-mail: jgolden@riemc.org
Address: 600 Mt. Pleasant Avenue, RIC-Bldg#6, Providence,
RI 02908