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The campus leaders receive the TIL training but they do not transfer their learning to their teachers.

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District leaders want to make decisions collaboratively, however sometimes their Ego gets in the way and stalls our progress.

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Principal Supervisors are reluctant to put too much pressure on district leaders to support on the campus level.

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Some districts are trying to do too many things. The district leadership signs up for TIL but does not make the effort to share the goal with campus leadership. Campus leadership struggles to balance everything that the district is engaged in and without focus from the district sees TIL as "one more thing."

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I think when they hear about TIL and all the components they are excited to learn and implement. But, after training and back on campus they go back to their same old same, and nothing really changes.

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Principals are swamped with all the things they are responsible for on a day to day basis. How do we help them prioritize their time with the TIL work to monitor and follow up with their staff?

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It is difficult to stick to the schedule and establish a cadence of support because principals have things that come up that take priority.

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Many times, we set up schedules and timeframes for training, rollout etc and it will either get cancelled or rescheduled too far apart making the trainings and implementation cycles less impactful. Also, sometimes great learning occurs but leaders are pulled each and every way making implementation inconsistent.

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The most difficult barrier to overcome is time. It is what I hear the most from leaders at all levels. We can train them and support them on scheduling and calendaring, but we are not there on a day to day basis to ensure that they prioritize TIL or stick to a schedule.

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We do a great deal of TIL work in rural schools. The structure of leadership if very different in a rural school. Each campus may only have one IL- the principal. They may not have an AP, ICs, or any additional members of a leadership team to assist in driving the work at the campus level. At the district level, there may not be a person who is dedicated to driving the work from a district level. The PM may be the superintendent whose schedule is already full and whose priority may be elsewhere.

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It becomes extremely difficult to keep scheduled coaching times on calendar as Principals are often scheduled into other district obligations.

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The district or campus leaders who initiate the TIL work leave, and their replacements don't feel the same ownership or want to bring a different initiative with them.

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Districts are busy with so many initiaves, they sometimes find it difficult to continue the work with personnel at their campuses.

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1) Initiative Overload

2) Campus leaders that are not completely bought in to TIL and who only do the work when I am on site. Some leaders go through the motions with a compliance mindset, but don't make sustainable change.

3) Excessive district-level meetings are a time suck for principals

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PMs often have multiple schools they supervise with only a few of them being focus campuses. They understand the work to be done in the TIL levers, but are not consistent with submitting their pre-work while expecting their Principals to complete the work. PMs may become disengaged during visits as they address issues on other campuses, leaving the ESC Coach to work directly with the Principal and their ILT. Because of this, the likelihood of the TIL work continuing after the support year decreases significantly.

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The leadership receives the training, but doesn't rollout the training or require the campus to do TIL with fidelity.