Leading From Within Part I: Principal as Lead Learner and Key Concepts for Developing A Learning Community (3-Part Series)

LEADING FROM WITHIN:  Principal as Lead Learner and Key Concepts 
for Developing a Learning Community   

Facilitated by Susan Abelein, Catapult Learning

(Multi-part series)

Session 1 (December 13, 2016):  Principal as Lead Learner and Key Concepts for Developing a Learning Community 

Principals/School leaders consider how to use their time to direct their teachers maintaining a focus on the mission and academic priorities of the school, establishing basic routines (as well as delegating), and leading teacher learning and development.  Principals/School leaders will be introduced to the notion of "professional capital" including:  human, social, and decisional capital.   Principals/School leaders will be exposed to and consider key concepts relative to developing teams within a school-wide learning community; these concepts include:  systemness, coherence-making, balance, and interdependence.  

Sessions 2 and 3 (February 21, 2017, March 14, 2017):  Building Block of school-wide learning communities

In a collaborative culture, teachers are committed to working together to achieve their collective purpose of learning for all students. Teachers cultivate a collaborative culture through the development and support of high-performing teams.  Principals/School leaders will evaluate the state of their teacher teams using a rubric.  Principals/School leaders will learn how to establish norms and root beliefs with their school teams.  
Ensuring a focus on learning, teachers acknowledge that the fundamental purpose of their school is to help all students achieve high levels of learning, and therefore are willing to examine all teaching practices in light of their impact on learning.  Principals/School leaders will evaluate the state of their teacher teams using a rubric.  Principals/School leaders will examine the degree to which teachers develop and deliver lessons that have an alignment of objectives, assessments, and activities with their school teams.
Teachers who have a results orientation are open to assessing their effectiveness on the basis of results rather than intentions. Individuals, teams, and schools seek relevant data and information and use that information to promote continuous improvement.  Principals/School leaders will evaluate the state of their teacher teams using a rubric.  Principals/School leaders will examine tools for data analysis and consider possible use for their school; we will also consider tiered interventions for students who may struggle in the classroom.  

Contact Janice Tytell 323-761-8623

Date and Time: 
Tuesday, February 21, 2017 -
1:00pm to 5:00pm