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School Leadership for Excellence and Equity Advanced Certificate Program

An Advanced Certificate Program for School Administrators Offered by the National Center for Urban School Transformation at San Diego State University

Apply now to join the Fall 2020 Cohort!

Apply before June 6, 2020
DOWNLOAD APPLICATION HERE

Course Features

Intended Participants

  • The Advanced Certificate in School Leadership for Excellence and Equity Program is designed to support school administrators (e.g., principals, assistant principals, and school directors) in generating improved learning results, across multiple indicators, especially for populations of students who have been underserved historically.
  • In support of the individuals enrolled in the Advanced Certificate for School Leadership for Excellence and Equity, school districts are encouraged to enroll the supervising/supporting district leaders in the Advanced Certificate in District Leadership for Excellence and Equity.

 

"Equity without excellence is nothing more than mediocrity. Excellence without equity is an oxymoron.”
Leadership in America's Best Urban Schools

Program Content

  • The program is based on the best practices of elementary, middle, and high schools that have achieved remarkable evidence of educational equity and excellence. The program is designed to build the capacity of school leaders to promote academic growth for every demographic group, across multiple indicators. The program supports school leaders in developing systems designed explicitly to advance equity and excellence.
  • The program includes five courses over one year. Each course will feature specific leadership tasks the participating school administrators will be expected to complete with the schools they serve.  Each leadership task is intended to help the leader advance educational equity and excellence within their school. 
  • The leadership tasks are designed to accelerate the school’s progress toward equity and excellence. Course completion depends upon satisfactory completion of each leadership task.  The completion of the leadership tasks will require minimal writing.  In contrast, leaders will be asked to submit short video clips that provide evidence of their efforts to advance equity and excellence at their schools and bulleted reflections about what the leaders have learned about advancing change in their schools.
  • Each course will begin with a synchronous session that includes a detailed conversation about the leadership tasks and a discussion of online and text resources intended to support the principals in addressing the tasks. All synchronous sessions will be recorded so that leaders will have the opportunity to review the content when they wish to do so.
  • For each course, leaders will be able to access PowerPoint files, video clips, self-assessment instruments, text materials, and other resources at their convenience. Busy leaders will be able to access professionally useful information anytime.
  • The content of each course will be enhanced with powerful opportunities for school leaders to engage with leaders from award-winning schools that have generated substantial evidence of success for all demographic groups served.
  • In addition to the introductory synchronous session and the structured opportunity to engage with leaders from award-winning schools, each course will feature two additional synchronous sessions that will provide opportunities for rich discussion about the leadership tasks and the challenges associated with the tasks.

Support for Participants

  • Courses will be led by an NCUST Executive Coach with experience supporting school leaders pursuing equity and excellence.
  • During each course, each participant will receive up to three one-on-one personalized video-coaching sessions with an NCUST Executive Coach.
  • Each course will include an opportunity to engage with leaders from award-winning schools that have achieved remarkable results for every demographic group served. In two of the five courses, leaders will have a face-to-face opportunity to visit, observe, and interact.  In the other three courses, the opportunity to engage will occur with the aid of technology.  NOTE: In addition to the tuition costs, leaders will need to pay their travel expenses to participate in the two face-to-face opportunities. 
  • Participants will benefit from the experience and perspectives of the school leaders in their cohort.
  • Leaders will be expected to post a “draft” submission of their tasks. Leaders will receive feedback and support from the NCUST Executive Coach teaching the course and from members of the cohort taking the course.

Advanced Certificate Course Descriptions

Envisioning Equity and Excellence at Your School

Through this course, leaders will learn how culture, curricula, and instruction make a powerful difference in schools that achieve equity and excellence. Leaders will form a clearer image of the transformation they seek as they assess the extent to which their school’s culture, curricula, and instruction resemble those found in very high-performing schools. As a part of this course, participants will participate in the America’s Best Urban Schools Symposium during which they will have opportunities to interact with leaders from schools that achieve remarkable results for every demographic group served. By the end of the course, participants will have a clearer perspective of how school culture, curricula, and instruction at their school will need to improve in order to advance equity and excellence in learning results.

Building a Coherent System that Promotes Equity and Excellence

Through this course, leaders will develop/strengthen a coherent educational improvement system that advances their school’s progress toward equity and excellence. Each leader will engage key stakeholders in assessing their school’s educational improvement efforts and conceptualizing a coherent system that will improve the school’s culture, curricula, and instruction for all demographic groups of students. Each leader will guide their school’s planning process in a way that 1) increases clarity about the critical academic standards all students need to master, 2) defines common assessment tools and strategies to be employed, 3) strengthens teacher collaboration in ways that improve the initial instruction (tier I instruction) provided to students, 4) develops timely, effective, and powerful intervention and enrichment strategies, and 5) ensures that all stakeholders (including students, parents, and teachers) are likely to feel both valued and capable throughout all system components. As part of this course, leaders will participate in a Zoom-based micro-lab with leaders from high-performing urban schools. The micro-lab will highlight how leaders helped their schools achieve equitable and excellent learning results through the establishment of coherent educational improvement systems.

Advancing Culture and Curricula in Pursuit of Equity and Excellence

Through this course, leaders will engage key stakeholders at their school in understanding how their school culture and curricula might be strengthened in ways that promote equity and excellence. In particular, leaders will enlist key stakeholders in defining a few key actions they will undertake to strengthen both school culture and curricula in ways that advance the pursuit of equity and excellence. As well, leaders will support stakeholders in implementing and refining their plans in ways that are most likely to result in the continuous improvement of culture and curricula. As part of this course, leaders will conduct a phone or Zoom interview with a leader from a school that won the America’s Best Urban School Award. The focus of the interview will be the leadership practices that influenced the development of a positive transformational culture and access to challenging curricula for all groups of students.

Advancing Teaching Practices in Pursuit of Equity and Excellence

Through this course, leaders will engage key stakeholders (especially teachers and instructional leaders) at their school in understanding how instruction at their school might be strengthened in ways that promote equity and excellence. In particular, leaders will enlist key stakeholders in defining one or two key practices they will commit to master in ways that promote deep understanding among all students and advance the pursuit of equity and excellence. As well, leaders will support stakeholders in designing, implementing, and refining plans in ways that are most likely to result in the continuous improvement of the specific instructional practices they commit to addressing. As part of this course, leaders will participate in one of three opportunities to visit classrooms in a high-performing urban school.

Overcoming the Leadership Challenges

Through this course, each leader will reflect upon the progress generated throughout the prior four courses. Specifically, each leader will consider the extent to which they have developed a critical mass of stakeholders who are committed to strengthening the school’s culture, curricula, and instruction and building a coherent educational improvement system in ways likely to advance equity and excellence. Each leader will be asked to reflect upon the four leadership challenges that often frustrate school improvement efforts. Leaders will identify sources of resistance and consider leadership strategies that can be helpful in responding to the resistance. The course will culminate in the development of a leadership plan for advancing school improvement efforts in the 2021-2022 academic year.

CONTACT US TO LEARN MORE ABOUT THIS EXCITING NEW PROGRAM

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