If teachers are the most important element in whether students are successful, principals and their assistants are the most important element in whether teachers are successful. Leadership skills are developed over time and continuously improving those skills is vital to the success of schools.
Ninety-nine percent of superintendents and ninety-seven percent of principals say that behind every great school is a great principal. The QTL series of leadership programs is designed on two levels. The first level is building long-term leadership skills that will benefit the participant throughout his or her career. The second level is providing leadership strategies to meet various programs that come down the pike...whether from central office, state or federal levels.
Below is a short description of each program built by QTL for school leaders. Keep in mind that each of these programs are customized to meet the goals and needs that are determined specifically by you. If interested in discussing any of the following program offerings further, please do not hesitate to Contact Us.
Ninety-nine percent of superintendents and ninety-seven percent of principals say that behind every great school is a great principal. The QTL series of leadership programs is designed on two levels. The first level is building long-term leadership skills that will benefit the participant throughout his or her career. The second level is providing leadership strategies to meet various programs that come down the pike...whether from central office, state or federal levels.
Below is a short description of each program built by QTL for school leaders. Keep in mind that each of these programs are customized to meet the goals and needs that are determined specifically by you. If interested in discussing any of the following program offerings further, please do not hesitate to Contact Us.
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School leader program offerings include :
PROGRAM OFFERINGS : |
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Coaching-Based Instructional Leadership
There is a positive correlation between high teacher efficacy and high student achievement. School administrators with strong instructional leadership skills can greatly impact student achievement by increasing teachers’ instructional talents and efficacy. Effective instructional leaders cycle the action and interaction of leader and coaching roles. During these interactive sessions, participants engage in collaborative exploration and discussion of how to gather evidence of instructional skills and student learning. They build a toolbox of coaching methods, and practice using different coaching techniques that go beyond the typical formal observation process. School leaders also learn how to collect and connect formative assessment evidence to teacher evaluation process.
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Advancing Leadership Talents
This program, designed for existing and emerging school leaders, is a series of eight, 3-hour seminars designed to challenge participants to extend and enhance their learning in skills found to be linked to early and sustained success as an educational leader. The interactive sessions guide leaders to explore what they know, what they think they know, and what they don’t know about leadership. The sessions can be packages depending on school and district priorities and can be delivered a la carte to meet local needs.
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QTL Assessment Academy
QTL’s Assessment Academy (20 hours typically delivered over 3 full days with a blended learning component) is designed to help coaches, instructional specialists and other school leaders who work directly with teachers deepen the connections between curriculum, instruction, assessment and technology. The Academy focuses on building the skills of instructional support staff in more effectively aligning these areas for the teachers they support.
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Instructional Practices Assessment (IPA)
The IPA establishes a beginning point in a school’s quest to equip teachers with ever more effective pedagogical principles and strategies. This “beginning point” provides a benchmark from which the school can mark progress in developing teacher efficacy for enhanced student learning. The IPA is not an evaluative tool, in that it does not place judgment on individual teacher practices. Rather, its purpose is to objectively collect observational data in three school-wide domains: instructional practices, student work, and classroom environment. The Instructional Practices Assessment serves as an artifact upon which a faculty can base ongoing, growth-evoking discussions of their pedagogical approaches, their current and future efficacy, staff development needs, and school culture issues.
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The Focused Collaborative Cycle (FCC)
The FCC is a semester or year-long process that enhances the work of Professional Learning Communities. The process helps PLCs and teacher teams focus their efforts, connect their work to student learning and see significant impact on their achievement. Teachers engage in the FCC in learning groups or teams and use the classroom action research process to assess student needs, research best practices, and create a plan of action to increase student achievement. On-site support is provided according the each school’s schedule to engage teachers without taking them away from their classrooms during valuable instructional time.
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School Walk Around
The School Walk-Around (SWA) process seeks to provide administrators with an authentic and insightful overview of their instructional leaderships’ skills. It focuses on revealing, through observing and talking, the administrators’ personal understandings of the instructional strengths and needs of individual faculty members and faculties as a whole. The goal is to provide instructional leaders with valuable revelations about how they are increasing or possibly impeding the development of teaching talent in their schools. It provides an opportunity for deep reflection on current and future processes that instructional leaders use to increase teaching talent.
After the SWA tour of the school is completed, participants use observed evidence and leaders’ responses to ascertain patterns of perspectives and procedures related to developing teaching talent. An overview of the data and the facilitator(s) analysis of information that reveals the principal’s instructional leadership talents are shared during a debriefing/report-back session.
Key participants include the SWA facilitator and the school principal. District leaders who share the responsibility of developing instructional leadership may also join the SWA facilitator as a co-facilitator or as part of a facilitation team. Other school-based leaders can and are encouraged to join the process depending on the specific goals of the SWA.
After the SWA tour of the school is completed, participants use observed evidence and leaders’ responses to ascertain patterns of perspectives and procedures related to developing teaching talent. An overview of the data and the facilitator(s) analysis of information that reveals the principal’s instructional leadership talents are shared during a debriefing/report-back session.
Key participants include the SWA facilitator and the school principal. District leaders who share the responsibility of developing instructional leadership may also join the SWA facilitator as a co-facilitator or as part of a facilitation team. Other school-based leaders can and are encouraged to join the process depending on the specific goals of the SWA.
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