Audience: Assistant Principals within the CUNY/Urban Assembly school district.
Objectives:
This PLC is for all district APs regardless of whether you are new/early career (0-4y), or a seasoned veteran who may or may not be considering the principalship. This PLC’s focus is building/enhancing instructional leadership skills, mindsets, and actions. APs will strengthen these capacities by engaging in collaborative learning experiences grounded in the district theory of action and the intersection of the district’s priorities with their respective school’s priorities. The goal of this PLC is to support APs in strengthening their performance as school-based leaders and administrators, through the collaborative design and execution of a data-informed continuous school improvement inquiry project.
Series Outcomes:
- Data Literacy - deepening our abilities to read, understand, and to learn & plan from various types of quantitative and qualitative data sources.
- Understanding of, and ability to lead, the continuous school improvement process.
- Growing and sustaining a district-wide professional learning community for guidance and support.
Series Guiding Questions:
- Why am I a school leader? How can I best operationalize my ‘why’ to ensure continuous school improvement for the success of my ML/ELLs and Students with IEPs (special student populations)?
- What does it look like to lead a school community that is centered on the achievement and success of its most marginalized members?
- How can we lead, transform, and sustain a school that is committed to both the short term and long term advancement and success of our most struggling and marginalized students?
- What systems and structures do our schools have in place to gather, analyze, and act upon data? What are our strengths and gaps relative to using data to drive and sustain continuous school improvement? As individuals and as a school?
- In what ways does the data we monitor reflect (or not) our school’s short- and long-term goals for our special populations? How does this data compare or contrast to the data monitored by the district?
