Instructional Leadership
Building Strong Coaching Culture
Instructional Leadership Professional Development (ILPD), we're calling on the game-changers—the assistant principals, deans, and instructional coaches—who are pivotal to classroom empowerment. If you're in the business of coaching and cultivating the incredible educators in your school, ILPD is your arena.
This program isn't just about you; it's about fostering a leadership powerhouse, creating a synchronized force for instructional excellence and building a true culture of coaching from top to bottom.
Program Focus
This is more than a program; it's a culture. We believe that a tight-knit, focused leadership team can spark a revolution within a school community. Our mission is clear: arm school-based leaders with the wisdom, skills, and hands-on abilities to elevate instructional practices and make a lasting impact on student learning.
Instructional Rigor:
Dive deep into the very essence of instructional rigor demanded by those grade-level standards.
Be the support system teachers need to craft instruction that aligns with these standards and caters to the unique needs of our students.
Coaching:
Let's talk about observation and coaching, not in a textbook way, but in a way that truly uplifts every single teacher.
We're creating a coaching culture that's a game-changer for teaching practices across the board.
Our team will help you build out your coaching framework & approach, evaluate the systems needed for successful coaching and train and support your coaches.
Data-Informed Instruction:
It's not just about data; it's about leading teachers through the nitty-gritty of analyzing student work.
Identify the gaps, and together, let's plan instruction that bridges those gaps effectively.
Program Methodology:
Picture this: learning, practicing, and planning side by side, ideally with your school principal. ILPD is all about developing a rock-solid foundation of student-centered instructional leadership skills, forging a united front within your leadership team.
