NewLeaders_Untapped
NewLeaders_Untapped NewLeaders_Untapped
Better PracticeINVEST PRINCIPALS IN SUPPORTING TRAININGAs a job-embedded training program, ELP coursework isdesigned to be integrated with participants’ regular duties.This model calls on principals to prioritize participants’ trainingopportunities—most importantly, the opportunity to supervisea team of teachers during the training year. Without strongbuy-in, this structure can pose a challenge.In exit surveys from the 2012-13 cohort, 13 percent of participantssaid they did not have sufficient opportunity to completetheir on-site assignments. They attributed this challenge toscheduling issues, lack of administrative support and theinability to actually supervise a team as intended.We have since become more specific in our communicationswith principals during the admissions process. Principals arenow required to certify their commitment to the programbefore an accepted candidate enrolls. We ensure theyunderstand what will be required of ELP participants. At thesame time, we partner with principals to ensure that ELPparticipants’ responsibilities are designed to meaningfully andimmediately support the school’s unique leadership priorities.
StructureIt’s not just what our participants learn that matters.It’s how they learn it.ELP learning is grounded in real-world practice fromthe outset of the program. Participants do not sit andreceive ideas about leadership, they engage in activepractice and feedback until leadership strategiesbecome second nature. Their coursework is threadedthroughout their regular workday at school, with anadditional 15 hours of ELP activities each month.After a brief introductory seminar and data-driveninstruction training, participants are immediatelyassigned leadership duties at their schools. They eachsupervise a team of 2 to 7 teachers, and must workto improve student achievement by year’s end. Theywork with their teacher team to use data to diagnosestudents’ strengths and weaknesses and set goals forgrowth. They lead data meetings, observe teachers, giveone-on-one feedback, conduct professional developmentsessions and track progress toward their goals.“I can be impactful to manychildren by influencingteachers. I love hearingfrom teachers that thistechnique or that activitywas so helpful. I lovestories of how thingswent from dark to lightfor teachers, and howthat just turned aroundtheir classroom.”ELP Participant andDean of Students, CharlotteFIGURE 6THELEARNINGCYCLESource: New LeadersUNTAPPED | 17
- Page 1 and 2: UNTAPPEDTransforming Teacher Leader
- Page 3 and 4: TABLE OFCONTENTSBackground: The Nee
- Page 5 and 6: Annie is a seasoned and well-respec
- Page 7 and 8: We must transform teacher leadershi
- Page 9 and 10: FIGURE 1IMPACT ONSTUDENTACHIEVEMENT
- Page 11 and 12: FIGURE 3INADEQUATETRAININGFOR TEACH
- Page 13 and 14: ELP is a skills-focused, job-embedd
- Page 15: Candidates are recommended to apply
- Page 19 and 20: “It’s different from going and
- Page 22 and 23: FIGURE 7ELP PARTICIPANTS’ EFFECT
- Page 26: Recommendations for District and Ch
- Page 30 and 31: TECHNICAL APPENDIXTo determine whet
- Page 32: NATIONAL OFFICENew Leaders30 West 2
Better PracticeINVEST PRINCIPALS IN SUPPORTING TRAININGAs a job-embedded training program, ELP coursework isdesigned to be integrated with participants’ regular duties.This model calls on principals to prioritize participants’ trainingopportunities—most importantly, the opportunity to supervisea team of teachers during the training year. Without strongbuy-in, this structure can pose a challenge.In exit surveys from the 2012-13 cohort, 13 percent of participantssaid they did not have sufficient opportunity to completetheir on-site assignments. They attributed this challenge toscheduling issues, lack of administrative support and theinability to actually supervise a team as intended.We have since become more specific in our communicationswith principals during the admissions process. Principals arenow required to certify their commitment to the programbefore an accepted candidate enrolls. We ensure theyunderstand what will be required of ELP participants. At thesame time, we partner with principals to ensure that ELPparticipants’ responsibilities are designed to meaningfully andimmediately support the school’s unique leadership priorities.
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