SREB’s leadership training courses are built around clear objectives and key strategies that integrate real-world problems to build knowledge and skills in instructional leadership. These courses focus on what school leaders must know and be able to do to improve instruction and raise student achievement. Training in a variety of leadership topics can support principals in areas identified as needing improvement.
Principals, teacher-leaders, curriculum specialists and aspiring leaders will gain knowledge and skills from these courses to build and support a rigorous schoolwide learning culture. Teachers will gain practical skills, strategies and tools to ensure high levels of rigor in planning, teaching and assessing course content. Training can accommodate participation by individuals or engage teachers and administrators in developing and improving functional leadership teams.
SREB Critical Success Factors for Principals
This framework for leadership preparation and development, based on the practices of principals who raise student achievement, informs SREB’s curriculum of leadership training modules.
Through literature reviews and research data from its own school reform initiatives, SREB has identified 13 Critical Success Factors, referred to as CSFs below, associated with principals who have succeeded in raising student achievement in schools with traditionally “high-risk” demographics. These factors, organized under three overarching competencies, are the driving force for the work of SREB’s Learning-Centered Leadership Program.
Competency I: Effective principals have a comprehensive understanding of school and classroom practices that contribute to student achievement.
CSF 1. Focusing on student achievement: creating a focused mission to improve student achievement and a vision of the elements of school, curriculum and instructional practices that make higher achievement possible
CSF 2. Developing a culture of high expectations: setting high expectations for all students to learn higher-level content
CSF 3. Designing a standards-based instructional system: recognizing and encouraging good instructional practices that motivate students and increase their achievement
Competency II: Effective principals have the ability to work with teachers and others to design and implement continuous student improvement.
CSF 4. Creating a caring environment: developing a school organization where faculty and staff understand that every student counts and where every student has the support of a caring adult
CSF 5. Implementing data-based improvement: using data to initiate and continue improvement in school and classroom practices and in student achievement
CSF 6. Communicating: keeping everyone informed and focused on student achievement
CSF 7. Involving parents: making parents partners in students’ education and creating a structure for parent and educator collaboration
Competency III: Effective principals have the ability to provide the necessary support for staff to carry out sound school, curriculum and instructional practices.
CSF 8. Initiating and managing change: understanding the change process and using leadership and facilitation skills to manage it effectively
CSF 9. Providing professional development: understanding how adults learn and advancing meaningful change through quality-sustained professional development that leads to increased student achievement
CSF 10. Innovating: using and organizing time and resources in innovative ways to meet the goals and objectives of school improvement
CSF 11. Maximizing resources: acquiring and using resources wisely
CSF 12. Building external support: obtaining support from the central office and from community and parent leaders for the school improvement agenda
CSF 13. Staying abreast of effective practices: continuously learning from and seeking out colleagues who keep them abreast of new research and proven practices