The Learning System, Fall 2011, Vol. 7, No. 1
High-performing districts provide clear and specific support to principals
According to research, after the classroom teacher, principals have the most direct effect on student achievement. That means that for districts to have the greatest effect on student learning, central office should focus some effort on supporting frontline administrators. Explore four specific ways that districts can support principals to enhance their learning and leadership ability.
By Valerie von Frank
Tools: 4 elements of central office support of learning and leadership and Discussion points for central office support of learning and leadership
Use these tools to reflect on how your district contributes to four factors that make up central office support for principals and then discuss them with colleagues.
Advancing the standards: New standards offer second chance for system leaders
The new Standards for Professional Learning are provocative and potentially groundbreaking, but they are not self-actualizing, writes Hayes Mizell. Read how the standards offer a second chance for system leaders to improve the substance, utility, and results of professional learning. (Available to the public.)
By Hayes Mizell
In practice: Transition to building-level learning takes conversation and focus
Read how Mary Hendricks-Harris, assistant superintendent and chief academic officer for the Francis Howell School District in St. Charles, Mo., used conversations and learning to implement Learning Forward's Standards for Professional Learning, measurement and evaluation, and research-based instructional strategies -- all while shifting from a district-led model of professional learning to a building-led model.
By Anthony Armstrong
