Building Leadership Capacity in Rural West Virginia 

 

This project’s school leader development model, designed by Edwards Educational Services (EES) in Alexandria VA, has been used successfully in school districts around the country and parts of Europe, Africa, and Asia. It uses a comprehensive approach that is based on the following conceptual framework: (1) the expectations and demands placed on principals in underperforming schools require the placement of high qualified school leaders with exceptional skills beyond state certification; (2) quality recruitment, preparation, and retention programs based on evidence-based best practices are needed to select and train candidates who will make effective school leaders and will meet the increased expectations of principals at today’s most challenging schools; and (3) ongoing targeted professional development will improve the effectiveness of in-service school principals and will provide the support structures necessary to enable principals and assistant principals to meet their schools’ challenges head-on.

 

A major component and strength of the model is that it is based on a wide body of research that suggests an effective leadership development program should include Problem Based Learning (PBL), use of technology, intensive mentoring, and on-site support. It also includes components of the National College for School Leaders program in the United Kingdom, which experts consider to be the current premier principal training program in the world (Bush, 2013; Crow, 2004). More specifically, the leadership development model is an intensive yearlong “blueprint for continuous improvement” that includes the following elements:

 

• Assists each participant in developing a personal leadership growth plan

• Establishes the network to create a culture of ownership for all educational stakeholders within the leader’s sphere of influence

• Maximizes individuals’ leadership competencies while equipping them with the adaptive skills necessary to manage resources effectively

• Promotes a collaborative community in a changing environment so that all students can succeed in a global economy

• Strengthens the understanding of the multiple aspects of curriculum monitoring, while building an organized system for data-driven decision making

• Provides a global view of best practices in educational leadership from experts around the world

 

The Continuous Improvement Blueprint is organized around five strands of activities that have been proven to develop high quality principals and instructional leaders committed to creating a student-centered, high-achieving learning environment.

 

• Strand 1: Educational Leadership Inventory (ELI).

The ELI is a 360-degree leadership assessment tool that targets five essential domains of effective school leadership: (visionary leadership, instructional leadership, emotional intelligence, climate and culture, and management skills). Proficiency in these domains contributes to high performing and highly effective educational leaders. The ELI assesses a school leader’s strengths in each of the domains through an on-line self-assessment process and through an anonymous on-line assessment of others who have observed the school leader in his/her professional setting. These “responders” could be from one of four categories: superiors, subordinates, peers, outside others who are individuals who are associated with the school/district but are not within the participant’s chain-of-command.

 

• Strand 2: Virtual and Face-to-Face Networking for a Changing Educational Community.

This includes multiple workshops, panel discussions, and seminars, plus wiki development with on-going professional networking. This strand is designed to help school leaders develop ownership in their educational community and become the nexus in creating a collaborative culture that values all members of the community. It embodies 21st Century strategies for incorporating innovative teaching models, empowering all community members, mapping social networks, and reaching out to stakeholders.

 

• Strand 3: Leading the Way Forward

This component includes three-five interactive webinars per year whereby participants gain strategies from acknowledged education experts for embedding 21st Century tools in their educational community, coaching to success, systems thinking to promote organizational communication, and consensus building. Additional seminars and panel discussions will be employed to drive the learning forward.

 

• Strand 4: Advancing the Ball: Entrepreneurial Leadership

Workshops designed to help school leaders understand that they must continually adapt to changes and challenge both themselves and their staff to raise student achievement. By constantly reflecting on current practices, the entrepreneurial leader is focused on taking calculated risks that creating opportunities for all students. This strand focuses on developing a systematic and comprehensive approach to purposeful school change that permeates all levels of student performance.

 

• Strand 5:  Data-Driven Success

Seminars, panel discussion, workshops and professional development seminars, plus on-going virtual assessments and video conferences. This strand will help school leaders develop a cohesive system of data collection, analysis and decision-making that impacts practice at all levels. They will look at data gathered from four sources (perception, demographic, student assessment, and school progress) that will enable the leadership team to develop specific prevention and intervention strategies (Victoria Bernhardt Model). This strand emphasizes participant’s understanding of the academic, social, and emotional development of the student.