SREB Leadership Curriculum Modules | Trainers who are certified by SREB
Program Description
The 14-part SREB Leadership Curriculum Modules series is intended to help guide the redesign of state academies and university preparation programs. The framework of the series is based upon a set of 13 critical success factors identified in studies of principals recognized for leading changes in school and classroom practices that raised student achievement. The modules provide activities that engage aspiring leaders and school leadership teams in solving real school problems by applying research-based strategies. By promoting involvement of university faculty, academy consultants and district-level staff in school-based learning experiences, aspiring principals, practitioners and school leadership teams can use the modules to design courses that emphasize the responsibilities of instructional leadership and problem-based learning. The following is a summary of each of the 14 modules:
SREB Leadership Curriculum Modules
- Using Data to Lead Change. (Four days: 3+1) Schools that successfully improve student achievement do so by regularly using data to guide decisions about instruction, student support and professional development. Easy-to-use processes are taught and participants learn how data is a vital part of the school improvement process.
- Prioritizing, Mapping and Monitoring the Curriculum. (Four days: 2+1+1) In a high-stakes-testing world, this module helps schools keep their curriculum on target. Participants will learn the benefits of prioritizing, mapping and monitoring the curriculum and more deeply understand what we want students to learn, which learning is most important, and how to know if the curriculum is being taught.
- Leading Assessment and Instruction. (Five days: 2+1+2) Participants learn to link curriculum, assessment, and instruction; to use effectively assessment for learning strategies to improve learning; to recognize good instruction; and to use effective research-based instructional strategies, tools and processes to observe/study assessment and instruction.
- Meeting the Standards: Looking at Teacher Assignments and Student Work. (Three days: 2+1) Schools may adopt standards that ask students to learn at high levels, but classroom assignments often do not match the standards. Participants learn a process that schools can use to analyze teacher assignments and student work to determine if assignments really require students to do high-quality work that helps them meet the standards.
- Creating a High-performance Learning Culture. (Four days: 3+1) Schools cannot improve when the culture does not support school improvement. Often in the push to improve quickly, the school’s culture is forgotten. Participants will learn what culture is and why it must be cultivated; what roles leaders play in growing the culture; and what tools and strategies are available to help leaders foster a culture that supports improvement, high expectations and the well-being of students.
- Providing Focused and Sustained Professional Development. (Four days: 2+2) Professional development is a powerful tool for changing schools, yet professional development is frequently done poorly and results in little or no positive change. Participants will examine the characteristics of professional development in high and low-performing schools; learn how to structure successful learning for the staff; and learn how schools can create a professional learning community.
- Creating a Personalized Learning Environment. (Three days: 2+1) When standards are raised, “safety nets” are necessary for students to achieve at higher levels. The components of effective extra-help programs, how we help students successfully make transitions from one level of school to the next, and meaningful advisement that includes parents all contribute to a personal learning environment. Participants learn how to make schools “customer-friendly” for learners.
- Organizing the Learning Environment. (Three days: 2+1) How can schools more effectively use time and resources for teaching, planning, and professional learning? This module adds lots of practical tools and processes to the leadership tool box on how the school staff can work together to improve learning and achievement and how to use technology effectively.
- Building and Leading Effective Teams. (Three days: 2+1) The heart of leadership is the willingness to assume responsibility. Schools that improve and sustain improvement use teams to lead school reform. A crying need exists for teachers to lead by taking a more formal and explicit role in the supervision and improvement of instruction. Participants will learn leadership skills and collaboration, the parameters of teamwork, how to design and organize teams, and how to provide the training they will need to be effective.
- Communicating Effectively in a High-performing School. (Three days: 2+1) Effective communication is the key to an improving school community. Often the best intentions are sidetracked by poor communication. Participants will learn how to communicate effectively, decide who needs to know and why, how to involve people at the right times, and the impact that communication has on schools and quality instruction.
- Literacy Leadership. (Three days: 2+1) Achieving literacy for all citizens is a national problem that has become a top education priority for the federal government and for educators across the nation. School leaders must be able to recognize “good” literacy instruction and observe and conference with teachers about good literacy practices that include a whole set of complex reading, writing and language skills so students can handle a variety of texts they will encounter and produce as they go through school and beyond. This module is designed to close the gap in what leaders know about literacy and what they must know to provide literacy leadership in schools.
- Numeracy Leadership. (Four days: 3+1) Obtaining and succeeding in the “good” jobs of today’s economy require an ever–increasing breadth and depth of mathematical skills and concepts. School leaders must know how to recognize effective instruction in numeracy and encourage numeracy instruction across the curriculum. This module will help leaders close the gap in what they know and what they must know to provide numeracy leadership.
- Leading Change. (Three days: 2+1) School leaders have gotten used to the idea that "the only constant is change." Productive school leaders understand the forces that influence the change process and can direct these forces for continuous school improvement. Learn how to lead change rather than react to it.
- Coaching for School Improvement. (Two days) Schools undergoing transformational school improvement processes often need external coaches to help them through the process. Participants learn how to add value to various school improvement situations using a variety of strategies and techniques.
Virginia Standard(s) Addressed
The 14 SREB Leadership Curriculum Modules form a complete leadership training series and address all the standards.Program Goals and Objectives
By the end of this program, participants will demonstrate the ability to apply the research-based strategies to begin the process of redesigning their leadership preparation program by: analyzing and improving their school’s instructional program in order to raise student achievement; identifying the knowledge and skills principals must learn and apply as they put critical success factors into place; identifying needed changes in the way school leaders are trained at universities, state academies and at the district level; carrying out take-home assignments at the school site in an ongoing portfolio process; and continuing an extended application and evaluation protocol to ensure that the new ways of thinking and working become a regular part of a school culture that supports continuous school improvement.Program Format
The SREB Leadership Curriculum Modules are organized around a set of key learning objectives, and includes activities that engage participants in: completing prework designed to create anticipatory set; reading and discussing current research and literature on the topic; sharing prior knowledge and experience; learning from case profiles; reflecting on current beliefs and practices in their own schools; practicing strategies, tools and processes; working in real school-based teams to solve problems that impede student achievement; reinforcing new knowledge and skills by completing take-home assignments between workshop sessions; and building a portfolio to demonstrate application, extend learning and track progress. During the intensive workshop sessions, participants: learn the rationale for the leadership practices addressed in the module; review supporting research; identify key elements specific to the topic; make initial applications of the key concepts in case studies and vignettes; apply key concepts to their own schools by completing self evaluations and reflecting on current beliefs and practices in their own schools; and make plans for how they will lead the application of new learning and strategies in their own schools.Target Audience
The target audiences for this program are university faculty redesigning educational leadership programs for aspiring leaders, leadership academies redesigning professional development for current leaders and local school districts or state departments working with leadership teams from schools to support the implementation of comprehensive school improvement plans.
May this program be self-selected and used by individuals within the target audience for self-study?
No. The modules are designed to be trainer-delivered and cannot be purchased or selected by individuals.
Is this program for groups or individuals identified through the school division?
Yes. The modules can be designed for delivery to school teams.
Duration of Program
The delivery strategy of the SREB Leadership Curriculum Modules consists of four steps:
- Intensive instruction on key concepts and processes (1-3 days)
- School based application and reflection (6-8 weeks)
- Application analysis and additional cycles of instruction and application (1-3 days)
- Extended school-based application and portfolio development
The intensive workshop sessions are designed as three to five days in total duration, depending on activities. For example, the module Using Data to Lead Change is typically taught as 3 + 1 (three initial workshop days and one follow-up day six to eight weeks later). The Prioritizing, Mapping and Monitoring the Curriculum module is taught as 2 + 1 + 1 (two initial days, with two follow-up days, each spaced six to eight weeks apart). Nine of the 14 modules are organized as 2 + 1; three are 3 + 1; one is 2 + 1 + 1; and one is 2 + 1 + 2.
The content may be chunked in a variety of patterns to extend the training over longer periods, according to the school team’s scheduling needs. The module materials are in MS Word format and available online, and can be customized according to the needs of the audience.
Outcomes Measured
SREB Leadership Curriculum Module training is designed to provide aspiring principals with the tools they need to bring about significant change in their schools as well as ways that improved leadership can be moved forward at the local, university and state level. With emphasis on the instructional leadership at the center of the principal’s role, the modules provide activities and instruction to help aspiring leaders learn to do the things that can make a difference for students.
Through successful application of the key learning objectives in their home schools, participants will demonstrate understanding of the important concepts. A system of school-based application and follow-up support is vital for successful completion of the portfolio activities that are a significant component of the modules. AYP status and SOL test results.
Program Evaluation
A module evaluation instrument is included for each participant. Evaluation of the module design, materials and instruction are completed at the conclusion of each SREB Leadership Curriculum Module training. In addition, after each day of training, each participant completes a “Reflections on the Day” evaluation, which provides immediate feedback to guide the instructor in his or her preparation for the next day of training.
In addition to the module evaluations, SREB has developed a survey for principals and teachers with regard to behaviors and practices following module training and whether or not it is impacting student achievement.
Contact Information
Kathy O’Neill
Director of the SREB Leadership Initiative
kathy.oneill@sreb.org
(404) 879-5529
More information on the SREB Leadership Curriculum Modules may be found at the SREB Web site at www.sreb.org under “School Leadership.”