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Leadership Inspired By Excellence & Innovation

We assist school leaders in implementing a leadership framework that establishes on-going organizational routines designed to institutionalize effective practices and support a strong professional community with collective responsibility for student learning.

Grantee Spotlight

Collaboration Between Maricopa County Education Service Agency and Illinois State University

The TQPA recently did a grantee spotlight on Teacher Incentive Fund(TIF), an educational service agency supporting districts in Phoenix, Arizona; and Supporting Effective Educator Development (SEED). The spotlight showcases the power of collaboration between the grantees.

ROE#1 Spotlight

ROE #1 LEAD Project School Leadership Matters Part I: Introduction

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ROE #1 LEAD Project School Leadership Matters Part II: Coaching

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Continuum of Support

Student success is achieved by leveraging the Leadership Framework, Time Utilization Process, and Cycles of Inquiry in a continuum of support.

Cycles of Inquiry

Review

The process of identifying and strategizing solutions for problems that affect student learning.

Leadership Framework

Structures

Develop the structures (school improvement teams, district leadership teams, etc.) to bring educators together.

Time Utilization Process

Time

Creating time in the school day to support student achievement.

Effective school leadership does not reside in a single person, but rather in an integrated leadership system that promotes teacher engagement.

We have seen a strong demand from districts and private schools for collaboration to identify and train highly effective school leaders. To assist, we have collaborated with school districts and universities around the state of Illinois to identify, prepare, and develop transformational school leaders ready to take on the challenges of today’s high-need and hard-to-staff schools.

Now it is time to expand and to increase the development of effective principals in public and private schools located in rural, suburban, or urban settings that:

  • increase principal time spent on instructional improvements
  • improve instructional quality by engaging teachers in an on-going change process
  • positively impact student learning, particularly with high-need students