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P2: F3: Leadership Development & Learning

Priority 2: Focus 3: - Leadership Development & Learning

Priority 2: Strategic Leadership (SL)

Focus 3: Leadership Development & Learning (3.SL)

Goal 1: Increase the capacity of leaders by strengthening their skills in instructional leadership through PLC, with an impact focusing on student achievements.

 

Strategies People Responsible Budget
  • Provide targeted professional learning on instructional leadership competencies.
  • Embed coaching and peer collaboration into the leadership development process.
  • Develop and implement consistent systems for walkthroughs, feedback, and reflection.
  • Align building-level strategic planning and evaluation practices with instructional improvement.
  • Use data and collaboration to drive leadership decisions and model best practices.
  • Assistant Superintendent / Superintendent
  • Building Principals & Assistant Principals
  • Instructional Coaches

2212, 2213, 2214, 2225, 2291

 

Action Steps  Evaluation Evaluation Date

Provide professional learning for administrators focused on instructional leadership, data use, and feedback.

ONGOING

UNMARKED

Monthly Meetings

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Facilitate leadership coaching cycles and monthly leadership PLCs to share challenges and strategies.

ONGOING

UNMARKED

Monthly Meetings

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Conduct regular building and district walkthroughs using a shared tool with follow-up reflection.

ONGOING

UNMARKED

Monthly

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Support principals in aligning school improvement plans to instructional priorities and reviewing progress each quarter.

ONGOING

UNMARKED

Quarterly

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Supporting Data:

  • Walkthrough Form
  • Professional Development Opportunities List
  • District Board of Education Data Packet
  • Monthly Admin Calendar

Performance Measures:

  • Leadership training participation is documented and completed by all administrators.
  • Evidence from coaching cycles, PLC agendas, and walkthrough logs is reviewed each quarter.
  • School improvement plans reflect instructional priorities and show progress updates.

Fidelity Measures:

  • Administrators report increased confidence in leading instructional improvement (survey).
  • Teachers report stronger support from administrators in instructional leadership (climate survey).
  • Walkthrough and observation data show consistent use of instructional strategies across classrooms.
  • Leadership evaluation ratings show growth in instructional leadership areas.

Reflection:

BOY: Last year, our administrative professional learning focused on strengthening instructional leadership and deepening content expertise. Administrators engaged in training on the Science of Reading, district curriculum implementation in math and literacy, PLC norm development, writing across the curriculum, and effective vocabulary instruction. Additionally, administrators participated in fishbowl learning experiences designed to enhance their understanding of high-impact instructional practices, increase student engagement strategies, and build capacity to model effective lessons and coaching practices for teachers.