Principal - Wallace Supplement - May/June 2018 - 19

at the core of teacher development, but
also of the school as a whole. Structured
around the Leader in Me program, an
education offshoot of Stephen Covey's
The 7 Habits of Highly Effective People,
the school's instructional approach
includes goal-setting and action steps
for both teachers and students.
"The Covey-infused curriculum
teaches students skills such as how to
be proactive rather than reactive, how to
participate in crafting your own pathway,
and what it means to be a leader," says
principal Rachael O'Dea, who began
incorporating the Leader in Me program
three years ago.
Lanier's leadership development
is layered, with teachers supporting
student leadership development, the
leadership team supporting teacher
development, and the principal supporting the leadership team.
O'Dea prefers a small leadership team,
with hers consisting of a reading coach,
a math coach, a guidance counselor, an
ESC specialist for exceptional students,
and the assistant principal. "Less is
more. It's about having the right people,"
she says. "And because trust is key, their
roles are not evaluative."
As developers of adult learning, team
members lead and participate in a variety
of activities designed to build capacity
in others. These include learning walks,
peer coaching, lesson and assessment
strategies, feedback, and assistance in
the development of action steps.
During weekly, hourlong planning time,
coaches meet with PLCs to support
teachers in ensuring lessons are aligned
with standards. Team members also
conduct mentoring sessions in which
teachers demonstrate lesson strategies

for peers, followed by a discussion on
ensuring the lesson teaches what it's
supposed to teach and that the assessment matches the lesson.
Quarterly learning walks pair coaches
with general education teachers to
observe classroom lessons with detailed
follow-up debriefings. Walks are based
on a three-G structure-goal, grow,
and glory-in which observers provide
feedback to the teacher on how well
the lesson matches the teacher's goals
and how much growth the teacher is
showing, and they offer praise for the
teacher's accomplishments.
"We focus on research, and it's
job-embedded," O'Dea says. "We don't
do research after school. The school
itself is the perfect research lab, and we
take advantage of it."

Getting Teacher Buy-in
In contrast to O'Dea's "less is
more" leadership team is Principal
Larissa McCoy-Mitti's 18-teacher
capacity-building team.
Arriving at A.P. Leto High School in
January 2017 as assistant principal of
curriculum and instructional leadership,
McCoy-Mitti had her work cut out for
her. As a turnaround school, Leto has
a student population of 2,287, with 84
percent economically disadvantaged
students, 30 percent English-language
learners, and a long history of ranking
near last place in state test scores.
"When I first got there, only the
10 department heads had any kind of
say or voice in how the school was run,"
McCoy-Mitti says. "It was like going back
in time to [the movie] Stand and Deliver."
McCoy-Mitti knew getting teachers'
quick buy-in was vital. She assembled

A Tale of Two Teacher
Leadership Teams
At Progress Village Middle Magnet
School of the Arts, two types of
teacher leadership teams provide
extended leadership opportunities
for the staff.

TALENT DEVELOPERS
* Consist of two subject-area
coaches: one in math/science,
one in English language arts/
social studies.
* Develop other teachers via
weekly meetings focused on
professional development.
* Organize quarterly peer
observation walk-throughs,
script notes, facilitate follow-up
debriefings.
* Receive $3,000 stipends.

TEAM LEADERS
* Consist of six teachers, two
for each grade level-one
educates on data, attendance,
and behavior; one oversees
interventions and coordinates
student success programs.
* Assume some duties typically
assigned to administrators.
* Receive $1,000 stipends.

naesp.org

19


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Table of Contents for the Digital Edition of Principal - Wallace Supplement - May/June 2018

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