Leading Learning Program Review

This review provides the Pacific Director’s Office with data that can help us prioritize our professional development efforts and make valid improvements in our leadership development program. Data collected will be compiled area-wide and will inform our planning for the next phase of Leading Learning. Additionally, t he program review activities will help answer two primary questions related to the overarching goals of Leading Learning:

• How have administrators promoted and supported research-based instructional practices, grounded in content and performance standards that lead to improved student performance?
• How have administrators demonstrated leadership in shaping a culture of collaboration, distributed leadership, and a shared sense of responsibility for learning for ALL students?

By searching for trends and patterns in answering these questions, we will be able to re-prioritize our efforts in assisting administrators as they foster instructional improvement, teacher growth and development, and increased student achievement.

A team consisting of Education Division personnel and a district superintendent are in the process of visiting schools in the Pacific. The team is soliciting input on all aspects of the program review - the school data collection, the interviews and focus groups, and the advanced preparation portfolio required for the visit. On-site work includes: (1) an interview with the principal; (2) walk-through observations with the principal; (3) meeting with teacher leaders; (4) and an interview with a student focus group in secondary schools only.

Each principal prepares a portfolio of artifacts to submit to the team prior to the visit. The portfolio includes a written commentary to give principals the opportunity to reflect on and articulate how the artifacts in the portfolio relate to their role in establishing priorities for instructional improvement and promoting professional growth. Artifacts include: (a) sample agenda for a faculty meeting; ( b) sample communication to parents; (c) sample communication to faculty and staff; (d) principal’s Leadership for Learning Planning Tool; and (f) a videotape of faculty meeting (excerpt) and commentary.