University of Washington Center for Teaching and Policy

1. Tackling turnaround: a tale of two principalsThe Education trust national conferenceNovember 4, 2010 Bradley S. Portin University of Washington, Bothell University of Washington Center for Teaching and Policy with generous support from The Wallace Foundation

2. University of Washington Center for Teaching and Policywith generous support from The Wallace Foundation What does it take for leaders to promote and support powerful, equitable learning in a school and in the district and state system that serves the school? • Leadership for Learning Improvement in Urban Schools • By Bradley S. Portin, Michael S. Knapp, Scott Dareff, Sue Feldman, Felice A. Russell, Catherine Samuelson, and Theresa Ling Yeh, with the assistance of ChrysanGallucci and Judy Swanson • How Leaders Invest Staffing Resources for Learning Improvement • By Margaret L. Plecki, Michael S. Knapp, TinoCastañeda, Tom Halverson, Robin LaSota, and Chad Lochmiller • Central Office Transformation for District-wide Teaching and Learning Improvement • By Meredith I. Honig, Michael A. Copland, Lydia Rainey, Juli Anna Lorton, and Morena Newton, with the assistance of Elizabeth Matson, Liza Pappas, and Bethany Rogers • Learning-focused Leadership and Leadership Support: Meaning and Practice in Urban Systems • By Michael S. Knapp, Michael A. Copland, Meredith I. Honig, Margaret L. Plecki, and Bradley S. Portin

3. The mandate • The challenge of ensuring that every student has an opportunity to succeed is a mandate that rests with all schools in the nation’s urban centers, and indeed all schools, no matter what the district context. All educators feel this mandate intensely, especially school leaders, who are increasingly held to account for the presence of opportunities for powerful, equitable teaching and learning, and ultimately for student success. The work of ensuring high-quality teaching and learning is thus a leadership challenge. Leadership for Learning Improvement in Urban Schools By Bradley S. Portin, Michael S. Knapp, Scott Dareff, Sue Feldman, Felice A. Russell, Catherine Samuelson, and Teresa Ling Yeh

4. Learning focused leadership work of principals Align curriculum and assessment Connect with the context Master the data Broker resources outside of the school Develop instructional leadership in others Learn to share leadership Model learning and shape culture Supervisory leaders (principals and assistant principals): • Promote certain priorities in common • Work to develop team-oriented cultures • Use data extensively to focus and anchor the improvement work • Spend energy connecting directly with teachers and classrooms • Adapt their approach to supervision • Generate instructionally specific conversations • Lead instructional teams rather than solo leadership

5. Learning focused leadership work of teacher leaders • Teacher leadership was part of the district and school theory of action for improvement • The work of teacher leaders included: • Leadership of most professional learning • Used data to connect teachers with district and school goals • Support relationships for teaching practice/not supervision • Working as part of a team • Acting as a conduit of between classrooms and external expectations • Multiple expertise (content, pedagogy, trust relationships, and data use)

6. Sources of Preparation and Learning for Principals Learning focused leadership work requires more than traditional preparation • Traditional preparation programs (but with emerging expectations for graduates) • In-district preparation programs or programs in partnership with higher education institutions • Peer networks, either informal or formally constituted by the school district • Third party providers who partner with the schools and districts to provide professional development for leaders