Learning Forward
Equity and excellence in teaching and learning.
IDEAS
Process of discovery: Principals experience growth in a community of learners
By Allison Garland
June 2018
Vol. 38 No. 3
After 12 years as a building administrator, I became executive director of school leadership in Littleton Elementary School District #65 in Avondale, Arizona, in July 2015. The district created this position to focus on the professional and personal growth of building leaders while ensuring district initiatives are implemented with fidelity. “A critical first step to implementation was to build relationships and trust with principals, and coaching was key to accomplishing this.” My role was to serve as a leadership mentor and liaison between school leaders and the district vision. To do this, I met weekly with the district executive team, and we kept the progress of the schools at the center of every discussion. THE LEARNING PLAN My first task was to build trust with
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ABOUT THE DISTRICT
Littleton Elementary School District #65 in Avondale, Arizona, was established in 1912. The district serves 6,000 students in seven schools from prekindergarten through 8th grade. The student body is 75% Hispanic, 11% African-American, 9% white, 2% Asian, 1% American Indian, and 2% other; 84% receive free or reduced-price lunch; 13% special education.
WHAT WE’VE LEARNED ALONG THE WAY
- Shared vision comes through extensive meaningful conversations that help clarify vocabulary and common understandings.
- Tools such as KASAB and logic models give us not only a clearer vision of what we are trying to accomplish, but also a visual pathway to achieve our dreams and aspirations.
- We are stronger together. Collaboration is a district value that guides our work and enables us to accomplish more.
- If we improve the quality of instruction, then we reduce the demand on supervision and discipline, and time spent will pay off in time savings.
- Through our shared experiences such as coaching and collaborating in the walk- through process, we are discovering more about ourselves as leaders and learners and gaining clearer understanding of the attributes of professional learning that transform schools and increase student and staff development.
References
Hirsh, S., Psencik, K., & Brown, F. (2018).Becoming a learning system (Revised ed.). Oxford, OH: Learning Forward.
Killion, J. (2015).The feedback process: Transforming feedback for professional learning.Oxford, OH: Learning Forward.Allison Garland
Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author
Psencik, K. (2011).The coach’s craft: Powerful practices to support school leaders. Oxford, OH: Learning Forward.
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