A study published in the June issue of Educational Administration Quarterly looks at the causal impact of McREL’s Balanced Leadership® (BL) professional development program on principals’ learning, beliefs, and behaviors. Researcher Roger Goddard and his colleagues compared a treatment group of 100 principals in rural Michigan who participated in two years of BL training with a group who did not receive training. Results showed that participating principals reported substantively significant growth on the majority of outcomes targeted by BL, with the largest impacts on sense of efficacy for instructional improvement, reported ability to bring about change, and strength of norms for teachers’ instructional practice. Interestingly, principals were more likely to report growth on broad, school-level outcomes than in areas that involve them working directly with teachers.
In the May/June issue of NAESP’s Principal magazine, McREL Senior Director Matt Seebaum and Superintendent Jay Harnack from Sublette County District #1 in Wyoming write about the importance of an integrated, shared approach to leadership, including the Balanced Leadership Framework and leadership training for all school leaders and teachers. “As we have proved in Sublette County,” the authors write. “If you invest in a research-based framework that aligns with classroom practices, take the time to train all of your staff, and work with them to ensure fidelity of implementation, you will see improvement—not just in one or two schools, but across the board.”
The Guam Daily Post recently highlighted a STEM professional development program organized by McREL that gave teachers the opportunity to learn firsthand about marine robotics. During the three-day training, teacher teams constructed underwater remotely operated vehicles (ROVs) and used them in a competition to retrieve objects from the water, similar to a competition that their high school students participate in. The training was provided by Anne Tweed, a STEM consultant at McREL, and Jim McDonnel, a retired engineer who coaches school teams to compete in regional and international marine advanced technology education (MATE) ROV competitions.
Chippewa Valley Schools in Clinton Township, Michigan, has been working to improve its curriculum and instruction practices with the goal of better preparing its students for post-secondary success. Part of its strategy has been to train every teacher in the district in Classroom Instruction That Works. In this article in a local newspaper, Director of Curriculum Pam Jones said, “Every teacher . . . has been trained in highly effective classroom instruction practices. It’s really about developing collaborative skills in student, and those 21st century skills of creativity, working together, and working cooperatively.”
In the May 2016 newsletter of the Alabama state chapter of ASCD, Executive Director Jane Cobia reflects on the balancing act required of educators, highlighting the insights she’s gained from McREL’s Balanced Leadership for Powerful Learning: Tools for Achieving Success in Your School. The book, Dr. Cobia says, provides “clear research-based data to help us navigate and hopefully increase teacher and student learning” by reminding us that “balance is the key to everything.”