NEW LEADER DEVELOPMENT
NEW LEADER DEVELOPMENT INSTITUTES
SEN facilitates a series of leadership development workshops which, in turn, facilitate program participants’ exploration of the key components of school quality to then guide development of a School Leadership Point of View (POV) statement which outlines core beliefs, vision for instruction, and school culture–plus key systems and structures needed to bring this to life in any school context. Training is implemented through a combination of coursework and 1:1 mentorship.
OVERVIEW OF THE WORK
New Leader Development Institutes consists of 10 to 12 full-day sessions (organized by SEN SQR rubric and curriculum modules) during which cohort members: explore highly effective school models, develop their beliefs about how students learn best, outline their philosophy about school culture, and spend time both learning about and designing systems and structures which support their goals. Related coursework also helps participants align leadership teams to drive the cultural and instructional shifts necessary for school transformations. Program participants are expected to complete extensive coursework, read supporting literature, and engage in individual monthly coaching calls.
ASPIRING LEADERS’ PROFILE
Program participants are selected in consultation with partnering districts and networks but can be aspiring leaders or sitting principals who seek elevated impact in their school communities. Program participants should possess a strong drive to achieve and have an orientation to self-reflection and continuous improvement.
FEATURED NEW LEADER DEVELOPMENT PROJECTS
• Michigan Governor Rick Snyder created the Education Achievement Authority (EAA), in 2011, with the aim of revitalizing Michigan’s most persistently failing schools.
• One of the EAA’s main strategies was to identify and train the state’s greatest educational leaders in order to dramatically improve outcomes in related schools.
• During SYs 2015-2016 and 2016-2017, SEN launched a Leadership and Design Institute which prepared leaders and turnaround teams to launch Small Learning Communities (SLCs) in chronically failing schools.
• The establishment of a career ladder complemented these efforts by recognizing and training outstanding teachers across the district, using them to staff turnaround teams, and creating long-term stability by preparing developing leaders for the future.
• Identified leaders were trained to generate “reset” moments and replace entrenched cultures of low expectations with effective, sustainable structures and practices.
• SQR data reported by Class Measures for SYs 2015-2016 and 2016-2017 showed steady improvement for all school quality scores across all 11 EAA schools.
• Between 2015 and 2017, the percent of EAA students meeting their growth targets on the NWEA assessment increased substantially, rising from 43% to 55% in math and 44% to 51% in reading. Furthermore, average growth in the percent of students meeting their NWEA targets was even stronger for SLCs–rising from 42% to 62% for math and 42% to 58% in reading.
• In line with its mission to create 25,000 quality seats by 2025, Detroit Children’s Fund created the DCF Team Fellows program to help leadership teams raise the bar for student achievement and rise among Michigan’s top-performing schools.
• DCF chose to partner with SEN to offer an intensive development opportunity for select school leadership teams.
• SEN selected three schools on the cusp of strong performance and worked with their existing leadership teams to move their students’ growth from “good” to “great.”
• SEN coaches conducted baseline SQRs and led the development of comprehensive Achievement Plans outlining ambitious goals connected to school leadership, culture, and improved instruction–along with actions steps and benchmarks.
• Mumford Academy (a school SEN helped launch in 2016) had an average SAT score of 822, which put it above all other non-selective Detroit high schools. Student behavioral reports entered for positive actions grew 17%, the school saw a 39% decrease in student referrals, and overall student attendance climbed to 91%.
• Based on NWEA assessments, between fall 2018 and spring 2019, the percent of Detroit Achievement Academy students performing at grade level or above increased substantially, rising from 24% to 49% in math and 37% to 43% in reading.