Our Approach
Our approach is:
Collaborative and Personalized
Grounded in CPSELs, research, and practice
Focused on well-being and sense of belonging for all administrators
Sustainable and scalable systems
Regular feedback systems and goal-setting based on data and feedback
Collaborative and Personalized
We know that when it comes to educational leadership, there is no one-size-fits-all approach. We work with your team to create a support and feedback system for all administrators using our flexible templates and timelines. We take the positive aspects of your current system and build from there to create a comprehensive system that addresses the needs of the new assistant principal, the experienced principal, the district office staff, and everyone in between.
Grounded in CPSELs, research, and practice
The CPSELs are California’s professional standards for administrators, which are excellent standards for all administrators to refer to during their professional development journey. However, without being tied to a system of feedback and evaluation, site leaders lack the specific, data-based feedback that holds them accountable to staff, students, and families, and promotes continual development. Using feedback from surveys and interviews with current administrators as well as recently published articles, our system contains a more detailed plan for a 360 review process, data-based goals, and an evaluation cycle that will provide district administrators timely, accurate information about their site leaders and how to best support them in their growth.
Focused on well-being and sense of belonging for all administrators
The job of a school administrator is essential but overwhelming; satisfying but draining. New administrators, especially assistant principals (APs), are often given a minimal amount of training and preparation, and are expected to be a leader without consistent resources or mentoring. Beyond the induction mentor required to clear one’s credential, new administrators should have district-level support, coaching, and opportunities to learn from and feel support from district colleagues. In addition, all administrators need to feel acknowledged, seen, and heard by district leaders and peers. We build in opportunities for two-way check-ins, input on professional learning, and a more collaborative approach so that site and district leaders have strong, supportive communication that builds a more sustainable workforce and reduces burnout.
Sustainable and scalable systems
Unlike teacher observation and evaluation cycles, administrators have no comprehensive, uniform professional learning and feedback system across districts, counties, and states. Our goal is to connect with as many districts across your county or state as we can in order to develop consistent systems of support. Administrators moving districts for new professional opportunities should be able to experience the same level of support, resources, feedback, and professional learning as their colleagues in a former district.
Guiding Principles
We believe that effective leadership is achieved by focusing on three guiding principles:
1. Well-being: The role of a school administrator is a demanding, multi-faceted position. Without the support or protection of a union, administrators often face burnout due to all of the demands of the job that are not off-set by rest, validation, boundaries, and district support. Throughout our process we collaborate with site leaders to hear about their needs and their recommendations for changes that can help them find the balance and support necessary to make this role more sustainable.
2. Professional Learning: From an assistant principal’s first year to a principal’s 20th, school leaders need to continue to develop their skills and knowledge around curriculum, assessment, teacher support and evaluation, effective professional learning communities (PLCs), data-driven decision making, staff meetings/professional development, conflict resolution, positive behavioral interventions and supports (PBIS), and so many more topics. Using input from the site leaders themselves, we partner with districts to create an annual plan of administrator learning that addresses the needs of both the district and the individual school sites.
3. Accountability: There is currently no uniform system of effective, data-based evaluation and accountability for site leaders. We have created a research-based set of tools and templates that can be adopted to the specific needs of your district. By including mutli-rater feedback in administrator evaluations, administrators are held accountable to the educators they serve and work with on a day-to-day basis. This process helps hold administrators to a high standard of professionalism and competency while also providing professional coaching and opportunities for growth and improvement.
Schedule a Consultation
Interested in working together? Share a few details about your district, and we’ll be in touch to explore the best approach for your goals.