I was pleased to join Ms. Kim Kaylor, Principal of Newton-Conover Middle School, who was honored today for her successful completion of a Distinguished Leadership in Practice (DLP) year-long program. The N.C. Principals & Assistant Principals’ Association has partnered with the North Carolina Department of Public Instruction and UNC Learn NC to provide a leadership development program for practicing school principals. This professional development model, entitled Distinguished Leadership in Practice (DLP), is aligned to the performance evaluation standards adopted by the State Board of Education for North Carolina’s school leaders.
DLP, a non-traditional professional development model, allows participants to critically examine the meaning and application of “Distinguished” school leadership through a problem-based, real-world approach. In DLP, practicing North Carolina principals are provided as models of exemplary school leadership allowing participants to study the behaviors, attitudes and competencies that define a “Distinguished” school leader. Throughout the year-long experience, participants are led and coached through a proven continuous improvement approach for their school using their own school data, students, and teachers. They engage in a series of authentic activities designed to build the capacity of their schools and their own capacity as “Distinguished” school leaders.
DLP uses a blended, cohort-based approach that combines face-to-face, on-line, and small-group sharing sessions. To limit time away from their schools, participants attend face-to-face sessions once every other month. In between face-to-face sessions, they access on-line material and activities to assist them with their school improvement efforts. They also participate in small-group sessions with cohort members where they share and receive feedback on their efforts to apply proven leadership practices in their school.
Through the delivery of six components, participants learn how to:
- use data to identify the needs and establish priority goals for their schools’ performance and their own performance as school leaders.
- align all school improvement efforts to the vision, mission, and goals of the school
- maximize teaching and learning through effective teacher evaluation and coaching for high performance.
- create a student-focused culture of high expectations
- connect with the external community and build a positive image of their schools
- lead and manage change focused on the highest student performance.
Component 1- Strategic leadership for High Performing Schools
Component 2 – Maximizing Human Resources for Goal Accomplishment
Component 3 – Building a Collaborative Culture with Distributed Leadership
Component 4 – Improving Teaching and Learning for High Performing Schools
Component 5 – Creating a Strong Student and External Stakeholder Focus
Component 6 – Leading Change to Drive Continuous Improvement