St. Louis P.A.C.E.
(Preparing Aspiring Certificated Educators)
2012-2013
Mission:
To foster professional development and growth through improvement of educational leadership skills, resulting in continuous school and personal growth.
Program:
Candidates for the P.A.C.E. program must hold a valid and current principal certification from the Missouri Department of Elementary and Secondary Education. They must have a proven record of success in the classroom in using data to inform instruction. They should be innovative educators who model high expectations and maintain good order and discipline in their classroom.
The program will guide aspiring principals through a 10-month leadership development program. Participants will meet weekly after school and on Saturdays once a month at central office to engage in collegial discussion and learning activities around successful school leadership. Participants will receive a recommended reading list and journal articles related to academic achievement and instructional leadership. Interns will participate in field experiences; spend time shadowing an experienced mentor principal and participate in “mock” interviews.
Weekly activities will include weekly reflections, ordered sharing, literature reviews centered on teaching, learning, and leadership. Participants will also focus on student achievement through the lens of 30/60/90 day planning.
The program is designed to foster professional growth to improve leadership skills and collegiality. Throughout the year, the following principles aligned closely to ISLLC Standards will be addressed:
· Shared vision on learning
· School culture conducive to student learning and professional development
· Safe and efficient learning environment
· Collaborating with family and community stakeholders
· Fair and ethical practice
The Goal:
Learning Objectives
The goal is that upon completion of this aspiring principal leadership development academy, participants will have gained the following understandings:
Leadership
· Understand and articulate their personal leadership story, philosophy of leadership, personal leadership strengths, and professional vision
· Understand and articulate their personal knowledge and beliefs regarding all elements of teaching and learning, including beliefs about:
o Yourself in the context of a leadership role
o Children and their capacity to achieve
o The role of schools
o Leadership teams
o The role of principals
o The role of teachers
o The role of parents
o The role of the community in supporting its children
· Understand and articulate the district’s vision, mission, guiding beliefs, goals, and strategies for increasing student achievement
· Understand the roles, responsibilities and expectations for leaders in this district
Leading Learning
· Understand this district’s curriculum, instruction and assessment framework, including the alignment of standards, curriculum, assessment, professional development, and intervention strategies at the district, school, and classroom level
· Know how to conduct meaningful classroom observations
· Understand and demonstrate the capacity to model effective teaching; understand how to utilize master teachers as mentors and coaches for those pursuing mastery
Creating an Accountable School
· Understand the district’s accountability and performance management system
· Be able to use the district’s student, adult, and school data to drive improvements in student achievement and efficiency
· Develop strategies for creating a school culture of adult accountability for the achievement of all students
Leading and Managing People
· Understand the district’s processes for recruiting, selecting, developing, assessing and retaining outstanding teachers and staff
· Gain a comprehensive understanding of district labor relations policies, procedures, and contracts
· Be able to create an exit framework and strategies for non-performers
Managing Resources
· Understand the principal’s responsibilities related to the allocation and management of resources—budgets, technology, time, people, student schedules
· Understand district parameters; be able to recognize and negotiate areas of flexibility in use of resources to attain results
Building Relationships
· Gain strategies for engaging parents, families and the community in student success
· Develop the political mapping and coalition-building skills required to implement changes needed for student success
· Be able to communicate effectively and connect with diverse constituent groups of varying races and classes
· Gain the skills needed to serve as a school spokesperson with the media
Applying for the Principalship
· Gain skills in interviewing for the principalship
Application Process:
Interested candidates must submit a letter of interest by August 28, 2012. Successful candidates will receive and application packet to return with, resume, two letters of support, and a completed essay question to be returned by September 4, 2012. Finalist will be notified of their acceptance into the program by September 8, 2012. The first session will start Friday, September 14, 2012.
P.A.C.E. Activities/Agendas:
ST. LOUIS PUBLIC SCHOOLS
PREPARING ASPIRING CERTIFICATED EDUCATORS
P.A.C.E.
SAMPLE - AGENDA
Session: Two
Key Topic: Leading Learning
Learning Objectives:
As a result of this session, participants will
· Understand the district’s instructional strategy, including curriculum, teaching, learning and assessment framework, professional development, and intervention strategies
· Identify how this district framework aligns with best practices in the field
· Learn how to conduct meaningful classroom walk-throughs and instructional observations
· Gain strategies for coaching and mentoring teachers
Pre-Work:
· Read chapters 2 and 3 of 10 Traits of Highly Effective Schools
· Review key district materials regarding curriculum, teaching, learning, and assessment
· Read “Woodland Hills Middle School: From Good to Great,” and prepare for case discussion
· Read “Balanced Leadership: What 30 Years of Research Tells Us About the Effect of Leadership on Student Achievement,” Marzano & McNulty, McREL, 2003
· Optional reading on instructional leadership. Suggestions include:
- Instructional Rounds, City, Elmore, Fiarman & Teitel
- The Learning Leader: How to Focus School Improvement for Better Results, Doug Reeves
Agenda:
7:30 am / Check in – Collegial Networking8:00 am / Session Overview, Discussion of Post-Session Assignments from Session 1 –
We will discuss progress on ILP activities since last session.
8:30 am / Leadership Story #1-
8:30 am / Discussion of Pre-Session Readings –
Key points from the article “Balanced Leadership” and chapters 2 and 3 of “10 Traits of Highly Effective Schools” will be discussed.
9:30 am / Break
9:40 am / The District’s Curriculum, Teaching, Learning, and Assessment Framework –
The district’s instructional strategy and supports will be discussed in detail, with a focus on the responsibilities of the principal.
10:40 am / Break
10:50 am / Focused Learning Walks–
The district’s protocols for conducting meaningful classroom walkthroughs will be shared. We’ll learn what effective instruction is; what to look for in a classroom; and how to use the data collected to improve teaching and learning.
11:30 pm / Leadership Story #2-
11:40 pm / Lunch
12:15 pm / Leadership Panel
1:15 pm / Break
1:25 pm / Leadership Story #3-
1:35 pm / Leadership Story #4-
1:45 pm / Case Study Discussion –
Key lessons from the “Woodland Hills” case study will be discussed.
2:15 pm / Session Review
Preview of Next Session
Post- and Pre-Session Assignments
Session Evaluation and Feedback
2:30 pm / Adjourn
Pre-Session Assignments for Session 3:
· Read Common Core Overview
· Read Common Core Key Points ELA
· Read Common Core Key Points Math
· Read chapters 9 and10 in 10 Traits of Highly Effective Schools
· Read “High Leverage Strategies for Principal Leadership,” DuFour and Marzano, Ed Leadership/ASCD, 2/09 http://www.allthingsplc.info/pdf/articles/highleverage.pdf
· Review district materials on its accountability system
· Read case study and prepare for case study discussion
Job Shadowing #1 Reflection
· How did the principal spend the day?
· What % of time was spent on
…..administrative activities?
…..student achievement?
…..leadership of people?
What surprised you? What concerned you?
Agenda Topics
November 15, 2012
4:00 – 7:00
v Individual Learning Plan
v P.A.C.E. Panel
Data-driven Instruction for Improved Student Achievement
Student #1, AIC
Student #2, Assistant Principal
Student #3, Data Processer
v TPOV – Teachable Point of View (Work in pairs)
v Focused Instructional Learning Walk
ASCD Article: Task, Text, and Talk; Literacy for All Subjects
Video “Literacy in Action”
Noticings and Wonderings
Common Language for High Quality Instruction
Identify one high yield strategy
v Toward Excellence with Equity-An Emerging Vision for Closing the Achievement Gap, by Dr. Ronald F. Ferguson (Chapter 5, Five Challenges to Effective Teacher Professional Development
pp; 237-253).
v Reflections