All school reform efforts are doomed to fail without the endorsement and facilitation of district-wide and building-level Leadership Teams. These teams serve as the district’s or building’s central ‘clearinghouse’ for stakeholder concerns, celebrations, and ideas about what will make continuous improvement efforts a success — and keep them going over the long haul !

It is through the efforts of this Team that reforms become part of the deep-culture of each school and — collectively — the district. These Teams lead and sustain the development of each school as Professional Learning Community of thoughtful authentic commitment to the success of every child.   The most successful Teams are those consisting of 5-7 lead teachers, guidance and other support staff, older students, parents, community representatives, and the building administrator(s).

To be effective, team members must see themselves as ‘representing’ others in their respective stakeholder group, and for maximum effectiveness and practicality, each teacher member actually works with a small cohort of his and her peers. The Leadership Teams are provided training in adult learning theory to understand how to work effectively with adults. Teams are also shown how to take continuous ‘soundings’ of their colleagues to anticipate needs and provide on-going clarity and reassurance.

Training also includes group processes, consensus-building, collaborative decision-making, and systemic thinking. Through frequent and honest communication with the central office on the one hand and their stakeholder groups on the other, Leadership Teams remain ideally positioned to initiate and sustain viable programs that meet the needs of their building staff and students. The seamless connection among buildings and between each building and the central office ensures that the reforms in each school fit within the context of the district as a whole.

Professional Learning Communities

Working together, lead teachers, faculty, and administrators establish and sustain Professional Learning Communities to devise, implement, and monitor continuous school improvement.

Leadership training

What is the current status of leadership in our setting? What does the research say about leadership in the 21st century?

How is leadership defined in our schools, and how does it compare to management? What roles do our various administrators and our teachers have in providing leadership? How do we assess our effectiveness as leaders? What could make us more effective?

Central Office and Building Principal Training

EdFOCUS helps central office and building-level staffs establish an effective infrastructure and set of organizational systems to lead the district through its current challenges and on to the next level of effectiveness. We also help administrators develop the skills and attitudes they need to lead and sustain curricular and instructional reforms.