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The SREB Leadership Curriculum Modules are a series of 13 modules designed to be the basis for training current and aspiring school leaders in ways to improve student achievement. Based on current research and best practices in educational leadership, the modules are a ready-made curriculum available for training school teams, state and district personnel, and university leader preparation programs.
SREB provides train-the-trainer opportunities with the intention that leaders will become certified and share their training with their school teams. The modules can also become the centerpiece of district improvement efforts. If you would like a trainer to deliver module training to your team, check the SREB-certified Trainer database for potential trainers.
To view or download a two- or three-page summary of a Leadership Curriculum Module, click on a link below. The link will open the document as a PDF in a new window.
Module Summary: Using Data to Lead Change. (PDF) Schools that successfully improve student achievement do so by regularly using data to guide decisions about instruction, student support and professional development. Easy-to-use processes are taught, and participants learn how the use of data is a vital part of the school improvement process.
Module Summary: Prioritizing, Mapping and Monitoring the Curriculum. (PDF) In a high-stakes testing world, this module helps schools keep their curriculum on target. Participants will learn the benefits of prioritizing, mapping and monitoring the curriculum and more deeply understand what we want students to learn, which learning is most important, and how to know if the curriculum is being taught.
Module Summary: Leading Assessment and Instruction. (PDF) Participants learn to link curriculum, assessment and instruction; to effectively use assessment for learning strategies to improve learning; to recognize good instruction; and to use effective research-based instructional strategies, tools and processes to observe/study assessment and instruction.
Module Summary: Meeting the Standards: Looking at Teacher Assignments and Student Work. (PDF) Schools can adopt standards that ask students to learn at high levels, but classroom assignments often do not match the standards. Participants learn a process that schools can use to analyze teacher assignments and student work to determine if assignments really require students to do high-quality work that helps them meet the standards.
Module Summary: Creating a High-performance Learning Culture. (PDF) Schools cannot improve when the culture does not support school improvement. Often in the push to improve quickly, the school's culture is forgotten. Participants will learn what culture is and why it must be cultivated; what roles leaders play in growing the culture; and what tools and strategies are available to help leaders foster a culture that supports improvement, high expectations and the well-being of students.
Module Summary: Providing Focused and Sustained Professional Development. (PDF) Professional development is a powerful tool for changing schools, yet professional development is frequently done poorly and results in little or no positive change. Participants will examine the characteristics of professional development in high- and low-performing schools, learn how to structure successful learning for the staff and focus on how schools can create a professional learning community.
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Module Summary: Creating a Personalized Learning Environment. (PDF) When standards are raised, “safety nets” are necessary for students to achieve at higher levels. The components of effective extra-help programs, how we help students successfully make transitions from one level of school to the next, and meaningful advisement that includes parents all contribute to a personal learning environment. Participants learn how to make schools “customer friendly” for learners.
Module Summary: Organizing the Learning Environment. (PDF) Participants learn how to use time more effectively for teaching, planning and professional learning; how the school staff can work together to improve learning and achievement; and how to use technology effectively. This module adds many practical tools and processes to the leadership toolbox.
Module Summary: Building and Leading Effective Teams. (PDF) The heart of leadership is the willingness to assume responsibility. Schools that improve and sustain improvement use teams to lead school reform. A crying need exists for teachers to lead by taking more formal and explicit roles in the supervision and improvement of instruction. Participants will learn leadership skills and collaboration strategies, the parameters of teamwork, how to design and organize teams, and how to provide the training their groups will need to be effective.
Module Summary: Communicating Effectively in a High-performing School. (PDF) Effective communication is the key to an improving school community. Often the best intentions are sidetracked by poor communication. Participants will learn how to communicate effectively, decide who needs to know and why, how to involve people at the right times, and the impact that communication has on schools and quality instruction.
Module Summary: Literacy Leadership. (PDF) Literacy is a national problem that has become a top education priority for the federal government and for educators across the nation. School leaders must be able to recognize “good” literacy instruction and observe and conference with teachers about good literacy practices. These include a whole set of complex reading, writing and language skills so that students can handle a variety of the texts they will encounter and produce as they go through school and beyond. This module is designed to close the gap between what leaders know about literacy and what they must know to provide literacy leadership in schools.
Module Summary: Numeracy Leadership. (PDF) Obtaining and succeeding in the “good” jobs of today's economy require an ever-increasing breadth and depth of mathematical skills and concepts. School leaders must know how to recognize effective instruction in numeracy and encourage numeracy instruction across the curriculum. This module will help leaders close the gap between what they know about numeracy and what they must know to provide numeracy leadership in schools.
Module Summary: Leading Change by Understanding Self and Others. (PDF) School leaders have gotten used to the idea that "the only constant is change." Productive school leaders understand the forces that influence the change process and can direct these forces for continuous school improvement. Learn how to lead change rather than react to it.
For more information, e-mail Kathy O'Neill at [email protected].
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