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The power of teams always begins with mindset and the ability to name a collective need. Leadership must stay grounded in instructional leadership which links back to mindset. 

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The power of teams always begins with mindset and the ability to name a collective need. Leadership must stay grounded in instructional leadership which links back to mindset. 

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Defining next steps for leaders that are actionable. Providing feedback that bridges the gap between identifying needs and positively impacting student achievement. Often ILTs focus on identifying the need and analyzing the data without truly looking at how you get from point A (data analysis/need determination) to point B (increased student achievement). 

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Defining next steps for leaders that are actionable. Providing feedback that bridges the gap between identifying needs and positively impacting student achievement. Often ILTs focus on identifying the need and analyzing the data without truly looking at how you get from point A (data analysis/need determination) to point B (increased student achievement). 

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Using the Principal Standards Rubric as a tool for coaching and supporting school leaders.

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Using the Principal Standards Rubric as a tool for coaching and supporting school leaders.

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The impact of district leadership teams on building a culture of shared instructional leadership.

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The impact of district leadership teams on building a culture of shared instructional leadership.

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Using the Principal Standards Rubric to support equitable leadership practices.

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Using the Principal Standards Rubric to support equitable leadership practices.

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We need to show the interconnectedness of the ILT and PLC process for those districts that are not TAP.  

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We need to show the interconnectedness of the ILT and PLC process for those districts that are not TAP.  

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how are we showing what we value a reflective session 

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how are we showing what we value a reflective session 

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What assumptions do we make about teacher leaders or other leaders' knowledge base?  How do we not make those assumptions and be supportive in ensuring leadership development with fidelity?

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What assumptions do we make about teacher leaders or other leaders' knowledge base?  How do we not make those assumptions and be supportive in ensuring leadership development with fidelity?

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How do we align the work of the ILT to the goals in the school plan? How do evaluate the impact of the work of the ILT in connection to progress towards goal attainment? Does the ILT Long Range Plan allow us to engage in work that is aligned to the goals? Alignment of the work to the school goals is a critical piece that many are missing or need support with.

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You go first... district level ILT meetings model the kind of meetings you want to see on your campuses and build capacity in new principals....  We could model a district level ILT meeting or find a district and film a case study.  We need that anyone for PSR training. (Jodi)

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You go first... district level ILT meetings model the kind of meetings you want to see on your campuses and build capacity in new principals....  We could model a district level ILT meeting or find a district and film a case study.  We need that anyone for PSR training. (Jodi)

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Leadership team agenda and lesson plans.... they should be one in the same. Moving from operation to instruction... can be a challenge for new leadership teams. 

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Leadership team agenda and lesson plans.... they should be one in the same. Moving from operation to instruction... can be a challenge for new leadership teams. 

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What if we designed our ILT meetings like a master's level course? I want to help principals see that time and long range plan like a course where they are engaging thier leaders in case studies and course work that builds capacity and prepares them for the next step in thier leadership journey.  This would be something for higher functioning ILT teams or folks that have been doing this a while. 

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What if we designed our ILT meetings like a master's level course? I want to help principals see that time and long range plan like a course where they are engaging thier leaders in case studies and course work that builds capacity and prepares them for the next step in thier leadership journey.  This would be something for higher functioning ILT teams or folks that have been doing this a while. 

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What do students need? If ____ is what students need, what do teachers need? If ____ is what teachers need, what do the members of your ILT team need? 

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What do students need? If ____ is what students need, what do teachers need? If ____ is what teachers need, what do the members of your ILT team need? 

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making connections between PSR rubric domains of school mission, instructional leadership and capacity building

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Instructional leaders are instructional coaches - coaching and supporting with all 5 steps is a layered, powerful, model. 

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Instructional leaders are instructional coaches - coaching and supporting with all 5 steps is a layered, powerful, model. 

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Structures & processes of ILTs (or just leadership teams)

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Structures & processes of ILTs (or just leadership teams)

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Instructional Leadership Teams are critical to supporting teaching and learning. They are not the same as leadership teams. 

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Instructional Leadership Teams are critical to supporting teaching and learning. They are not the same as leadership teams. 

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Effective use of data and coaching related to the process.

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Supporting district leaders through the use of high quality leadership teams.

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Supporting district leaders through the use of high quality leadership teams.

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Building capacity of leaders to be instructional leaders to grow the professional practice of teachers and also grow potential leaders.

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how do ILT and PLC connect and align to teacher support plans

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The power of district instructional staff in coaching principals.
Also, the need for collaborative structures across the district, principals, and teacher leaders.

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How do we assist leaders and teams to analyze how to simplify all that teachers have to manage...data, programs...

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How do we assist leaders and teams to analyze how to simplify all that teachers have to manage...data, programs...

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Shared leadership - building leadership capacity to support learning in the building requires multiple leaders. The importance of "going first." 

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Shared leadership - building leadership capacity to support learning in the building requires multiple leaders. The importance of "going first." 

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exploring building team capacity around instructional leadership

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Strength based coaching practices and systems

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Strength based coaching practices and systems

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Building the capacity of leaders through the use of equity-centered leadership.

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Focus during collaborative opportunities (PLCs, Grade-level meetings, etc.)

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Focus during collaborative opportunities (PLCs, Grade-level meetings, etc.)

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I think shared and distributed leadership structures resonate well, and I think partners want to know what that looks like on a day-to-day basis

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The power of our principal standards rubric as a tool for SUPPORTING and GROWING principals.

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