ANet is a nonprofitorganization that works alongside school leadership teams to strengthen their school-wide practice andculture of using learning standards and achievement data to get breakthrough results for students inunderserved communities. We do so by providing schools with Common Core-aligned digital resources forliteracy/English language arts and math for grades 2-8, coupled with customized support for educators touse these tools effectively. We have an eleven year track record of working with schools across the country to help all of their students catch up and get ahead academically. ANet’s products help our nearly 700 partner schools build a culture of continuous improvement, where every educator in the building deeplyunderstands the Common Core standards and is regularly using data and student work to adapt and targetinstruction to meet the unique learning needs of each student.
ANet’s Theory of Change is centered around building schools’ capacity to improve instruction and increase student learning:
Over the course of the partnership, ANet coaches engage in a gradual release of support to build a school’s independence with data-driven instruction first by modeling meeting facilitation and then by observing and providing coaching and feedback to leaders on school-based meetings. Similarly to how we build schools’ capacity over time to own the work, ANet also works with LEAs to build their capacity over time so we can scale back our direct support. In order to execute on ANet’s Theory of Change and ensure that the support we provide our school partners is effective and high quality, ANet uses three key metrics to measure our progress toward the goals and objectives we set alongside schools: school practice; school staff engagement; and student achievement. We monitor progress using sophisticated survey, practice tracking and student achievement data tracking tools and analysis. ANet supports various approaches to school improvement, working with schools to create and implement the conditions for teacher, leader, and student success. Numerous school districts have leveraged ANet’s instructional coaching expertise and comprehensive service model to meet the goals of school transformation initiatives through developing effective school leadership teams and building educators’ capacity for improving classroom instruction. These LEAs include AUSL in Chicago Public Schools, Springfield (MA) Public Schools, Denver Public Schools, Boston Public Schools, Syracuse City School District and others. Several states have also tapped ANet to serve as a school improvement or school and LEA turnaround partner, including the Louisiana Department of Education, the Massachusetts Department of Elementary and Secondary Education, and the Nevada Department of Education (NDE). In Nevada, for example, ANet is approved as an evidence-based Supports for School Improvement partner on the NDE’s School Transformation Leadership Program List as related to the requirements set forth in ESSA as well as SIG and Title I funding requirements.
AdvancED | Measured Progress is a nonprofit organization that serves as an international leader in school improvement and a pioneer in authentic, standards-based assessments. We assist states, districts, and schools address challenges in crucial areas where educators say they need the most help by offering an integrated platform bringing together a broad range of student academic and non-academic data, improved decision-making tools, and assessments to monitor progress of learning and improve instruction.
AdvancED | Measured Progress provides a suite of tools and multiple resources to help school leaders and teachers refine instruction, improve learning environments, allocate resources, and address other factors that research says affect student and school performance. We also provide professional development for educators to help them use the tools, and to identify improvements in their conditions, processes, and practices that will accelerate student learning and ensure that every student is prepared for success in school, career and in life.
DSI at AIR provides a comprehensive school improvement framework that is both an evidence-based and customizable approach to acknowledge the unique needs of Illinois districts and schools.
Our research-based framework is refined by experience to address key elements of school improvement:
DSI at AIR delivers differentiated support services by collaborating with district and school leaders through our School Improvement Path, which includes three phases of support—Initial Planning, Active Facilitation and Reflection, and Sustainability and Innovation Planning.
DSI at AIR provides customizable and differentiated school improvement services:
Our work has a lasting effect on building the capacity of leaders and teachers to ensure equity for all students.
Atlantic Research Partners is committed to transforming schools from within by providing research based, customized and sustainable school improvement solutions that build capacity in school leaders and increase educator effectiveness to accelerate student achievement.
Our team of experienced educators deliver customized solutions that are aligned to the IL ESSA State plan metrics and are tailored to the specific needs of each school and district partner.
Our unique partnership approach provides customized solutions to solve for the most pressing challenges facing Illinois schools in this new age of ESSA accountability. As a Lead Partner we prioritize building capacity within your team to support systemic growth through your strategic goals.
In collaboration with the IL-EMPOWER team, we:
Cambridge Education is an established name in the education sector with over 35 years' experience working in over 45 countries across the world. For the past 15 years in the United States, we have harnessed that unique experience in our partnerships with over 6,500 schools and more than 570 districts across 38 states. With access to 66 offices across the U.S. and Canada, we have the resources and capacity to support local, regional, and national initiatives.
Cambridge Education's approach to school improvement is to work with the school and district to create a customized solution that best meets the needs of the individual schools. Over the past fifteen years, we have successfully employed this approach with clients ranging from some of the largest districts in America, including New York City Department of Education, Los Angeles Unified School District, and Chicago Public Schools. We have also worked in rural settings, such as Brooklyn, Illinois, the oldest town incorporated by African-Americans in the United States, as well as individual schools in remote locations such as Red Lake, Minnesota.
We leverage our experience to support your school improvement efforts by providing services that focus on:
Consortium for Educational Research and Advancement, LLC (CERA) is an educational research and consulting firm that specializes in offering customized solutions to schools and education departments to support school transformation efforts. We partner with schools, districts and educational organizations for comprehensive work in curriculum development aligned to standards, curriculum mapping, teacher and leadership effectiveness, school quality reviews and instructional coaching and support.
Teacher and leadership Effectiveness Schools seeking to increase student achievement and develop a sustained culture for learning can partner with CERA for a set of cohesive services. We assess the needs of the school and work alongside school leadership to provide a set of comprehensive services for school improvement. As the lead partner, we collaborate with our clients to provide necessary support to engage in a variety of work to create and monitor change. Teacher and leadership Effectiveness CERA believes that developing teacher quality is essential to improving teaching and learning. We collaborate with building leadership to design an effective teacher development program for new and experienced teachers through a cycle of continuous improvement. CERA partners with clients to create and support a results-driven teacher .ffectiveness program that increases teacher capacity at all levels. Our consultants have partnered with national organizations to develop new to seasoned teachers in order to develop their practice. Data Analysis and Strategic Support Integrating data into the school improvement process is integral to increasing student achievement. Our data team engages our partner schools in data analysis to guide decision making about instruction, curriculum and programming. Curriculum Development We engage our clients with developing a balanced and relevant school curriculum aligned to standards and assessments. School Quality Reviews CERA engages with our clients to conduct a School Quality Review (SQR), which is a thorough assessment of its progress. Using CERA benchmarks, we assess the work of the school and develop a portfolio of evidence in each practice area. Our team conducts a School Quality Review visit and prepares a record that includes concerns and recommendations.
The Consortium for Educational Change transforms schools and districts by building collaborative relationships between unions, school administrators, and school boards, and through full-service consulting that builds capacity for long-term change at every level of the school system.
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CEC's work is guided by a carefully established Theory of Action that centers the knowledge that all students have the potential to grow and learn. CEC supports student success by training and empowering teachers and administrators, and by creating and supporting collaborative structures for shared decision-making and accountability.
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ECRA Group is a premier research and analytics consulting firm that helps educational leaders improve student outcomes by adopting more evidence-based practices. ECRA Group has partnered with over 1,000 school systems nationally and works in partnership with many state and national professional organizations such as the American Association of School Administrators (AASA).
ECRA Group started its journey over 40 years ago as an academic research and psychometrics firm. Initially, we led and supported large contracted research studies related to strategic planning, program evaluation, norming, and scaling.
Over the years we have learned that while academic research plays a critical role in shaping educational policy and best practice, it is often too slow and too costly to have immediate impact at the local school district level. Today, ECRA offers local school districts the scientific rigor of a top university through simple and accessible analytic models and frameworks. We combine consulting, professional development, and analytics to empower educational leaders at the local level with the information needed to ensure energy and resources are directed toward what truly matters for students.
Strategically, ECRA is focused on sharing solutions with school leaders that helps leaders advance the priorities of the community. Through a collaborative philosophy and a deep understanding of our client's vision for student success, ECRA Group helps school leaders operationalize their vision in a way that inspires and engages stakeholders, aligns resources, and provides a framework for communication and governance.
HELP provides culturally responsive counseling, psychological, case management and assessment services to children, youth and adults at schools and social service agencies. HELP bodes a diverse team of clinicians, representing underrepresented groups and cultures. There is one Spanish speaking coach. However, the diversity of HELP extends beyond ethnicity inclusive of age, professional background, and various cultural exposures. HELP clinicians have a wealth of experience training and coaching groups towards the tenants of cultural sensitivity and tolerance. HELP provides strategic support in youth, family, and community outreach and engagement. Clinicians have a plethora of experience in building partnerships among family and within community. Utilizing ISBE’s Family Engagement Framework, HELP provides a working model to support the clarification of a shared vision in the school/family partnership, utilizes the positive behavioral strategies and the tenants of restorative practices to enhance communication and create climates that are inviting and inclusive of all relevant stakeholders. HELP supports a multi-tiered structure to support total learning. This differentiated approach serves to enhance protective factors and target areas of growth. Therefore, models that serve to build and sustain social emotional learning needs (i.e. self-esteem, relationship building, etc.), will be offered as well as those that develop coping skills to process aversive experiences (i.e. trauma, loss, etc.).Examples of Tier I support offered to all include working with cultural and climate team to address systems and structure that support positive behaviors and intervention, and training all staff in restorative philosophy and restorative langue to promote and inclusive culture. Examples of Tier II supports include targeted interventions to those school with high student behavior infractions, poor attendance and disengagement. Evidence-based groups in anger management, life skills and character development or trauma informed interventions, as well as peace circle and restorative conferencing was offered at this level. Tier III support include individualize counseling and assessment for children exhibiting serious emotional disturbances that interfered with learning, as well restorative meetings with administrators, parents and students referred for suspension or expulsion.
The Illinois Association of Regional Superintendents of Schools (IARSS) and your local ROE/ISC are approved partners for IL-Empower in all three areas, Culture and Climate, Curriculum and Instruction, and Governance and Management. Your Regional Office of Education or Intermediate Service Center are prepared to help support your schools and districts in the school improvement process and to increase student achievement.
Since 1865, regional superintendents of schools have served Illinois and provided safety, service and success to districts across the state. ROEs and ISC's provide positive leadership and serve as a source of information for educators, school districts and the public. In addition, ROE's and ISC's have been the conduit for delivery of services and support through the Statewide System of Support for many years. Because of this history, your ROE and ISC are your most efficient resource when it comes to supporting your schools and districts with school improvement initiatives. We are your regional resource and have the expertise you need to assist with your improvement efforts and will continue to provide that support in the future to sustain the efforts that are best for your students.
ROE's and ISC's are your partners in the Past, Present, and Future!
Please contact your local ROE/ISC for more information on this partnership.
View the IARSS Directory.
The Illinois Association of Regional Superintendents of Schools (IARSS) promotes quality education for the school children and citizens of Illinois, provides educational leadership, and delivers educational services effectively for the benefit of Illinois school districts. As an educational leader, the theory of action IARSS will utilize to support schools within the state starts with strong leadership.
Our approach lies in the Contingency Leadership approach, which is explicitly connected through the expertise of IARSS and the provided services to the learning and development of students in classrooms. Specifically, to significantly improve student achievement, IARSS will work with schools and their leadership to develop and implement data-driven and focused improvement plans and strategies that are implemented with depth and fidelity aimed at supporting meaningful change in adult practices to help improve student achievement.
IARSS believes that any form of school improvement plan must be plausible, doable, testable, and meaningful in order to positively impact student achievement over a sustainable time. To that end, IARSS will be implementing the Theory of Change approach to support LEAs in setting goals and to address the areas of need identified through the improvement planning process.
Illinois Balanced and Restorative Justice (IBARJ) has a mission to provide leadership, education and support that promotes the principles, practices, implementation and sustainability of Balanced and Restorative Justice. IBARJ has been a leader in providing Restorative Justice and Restorative Practices training across Illinois for over a decade. The philosophy of Restorative Justice is rooted in holistic healing for all community members, especially those affected by a harm. The needs and obligations of all are equally valued when restoring relationships and repairing harm. IBARJ began working with schools in 2010 as Restorative Practices in schools were becoming of interest to districts across the state as both prevention and intervention practices. From the very beginning we worked with districts to implement with fidelity by embedding RP into their multi-tiered systems of support framework (PBIS in most cases), if they existed, while also aligning the practices with other initiatives like SEL, mental health services, trauma informed care and more. Additionally, IBARJ has been providing supports for schools needing to adjust their policies and practices to move toward becoming a restorative school. We developed an implementation model (Appendix A) based on best practices for restorative practices and schools as well as implementation science. This model has been adapted and updated over the years and can adjusted to meet the specific and unique needs of the schools and districts we work with. The implementation model and approach was developed and continues to be modified to fit the needs of Illinois schools with the help of experts in the field and published work like: -The Little Book of Restorative Discipline for Schools -Implementing Restorative Practices in Schools: A practical guide to Transforming School Communities -Minnesota Department of Education’s Restorative Measures toolkit -Advancement Project -Guides and models from Oakland, San Francisco and other places across the US Since 2010, IBARJ has increased our capacity to meet the demands of the increased interest in RP due in part to SB100 by training others as trainers and aligning ourselves with partners and organizations focused on similar work. IBARJ has developed a dozen new trainers across the state both independent consultants and school staff as well as created a full time position dedicated to training and implementation (Kathryn Rayford, Director of Training and Implementation). This is part of our model that leads toward fidelity and sustainability for RP in schools. Partners like Midwest PBIS, Illinois Association of Regional School Superintendents, Prevent School Violence Illinois, Transform School Discipline Collaborative, Universities across the state and many more have helped and supported RP implementation by working directly with districts and IBARJ in a variety of ways including conferences and awareness activities, training and partnering to develop materials.
IBARJ will provide Restorative Practices training, coaching, technical assistance and implementation guidance to schools and districts who are ready and interested in shifting their climate and culture to include RP. Restorative Practices in schools are multi-tiered and multi-faceted practices that are proactive, preventative and intervention approaches that focus on relationship and community. If there is a harm caused, the focus is on the harm, who was affected, how it can be repaired and how can relationships, community and safety be restored. Restorative Practices in schools are for all ages, grades, schools and communities. Restorative Practices work with other initiatives to improve climate and culture in schools and are most affective when implemented with a whole school approach and mindset shift for staff and students. Restorative Practices can address many of the issues schools, students and families are facing like bullying, effects of trauma, discipline disparities for minority students and more. In this proposal we will demonstrate how IBARJ can support many LEAs/schools in implementation of Restorative Practices to improve their climate and culture which also leads to improved educational outcomes including improved instructional time, reduced discipline issues, improved staff and student satisfaction and much more.
IASB’s objective is to provide in-district workshops to boards of education related to their role in clarifying district purpose, connecting with their community, working with their superintendent, delegating authority to staff, monitoring performance of the organization, and taking responsibility as a governing body. The intended participants of these sessions are members of the full board of education along with their superintendent. Other central office staff may be invited based on the content and intended discussion.
School leadership matters. While this may seem intuitive, research has now made it very clear. Principals and their leadership teams influence student and adult performance in their schools by:
Thus, the Illinois Principals Association maintains a vision of ensuring effective, sustained leadership for every Illinois school. In order to achieve this vision, we focus daily on our mission to develop, support, and advocate for innovative educational leaders.
Our efforts to fulfill the IPA's lofty vision and mission requires a multi-faceted approach. Our work includes:
Please do not hesitate to visit the IPA's website at
www.ilprincipals.org for a comprehensive look at our work. If you have questions, please contact Dr. Sue Homes, IPA Deputy Executive Director for Professional Development, at
firstname.lastname@example.org or 217-525-1383.
In the past three years, the IL MTSS-N has provided professional learning, TA, and/or coaching to over 500 LEAs and organizations, including more than 451 Illinois LEAs across all six ROE service areas(see appendix . The IL MTSS-N has had the longevity and experience to really understand Illinois schools, and how to engage with Illinois LEAs/school in professional learning, TA, and coaching services that are highly effective, efficient and reverent. The IL MTSS-N staff has exceptional experience serving Illinois LEAs/schools though professional learning, TA, and coaching to achieve sustainable improved outcomes for the whole child. The highly dedicated staff is highly effective in providing high quality professional learning, TA, and coaching, resulting in improved and sustained school implementation of evidence based practices and whole child outcomes. The staff is highly skilled in providing professional learning as demonstrated on national measures of high quality professional development indicators, with all staff delivering high professional learning at 97%fidelity in the past year (criterion of 80% of sessions with 80% fidelity). IL MTSS-N demonstrate equally impressive performance on high quality coaching measures, with a statewide average of 98%fidelity (criterion of 80% of sessions with 80% fidelity). The high quality professional learning and coaching has resulted in sustained improvement in LEA’s implementation of evidence-based innovations and practices. On average, across all 83 supported LEAs, fidelity of LEA leaders’ and staff members’ implementation of evidence-based indicators increased from 47% to 81% across five years. Whole child, content area outcomes also improved and sustained across the five years with reading improving 46% percent, math improving 44 percent, and behavior improving 39 percent.
TDS offers a menu of evidence‐based practices in professional development and student support services across grades 6‐12 to address academic and/or socio‐emotional learning needs of “the whole child,” and enhance the overall school climate., both academic and socio‐emotional, to help the State of Illinois attain its goals under the Every Student Succeeds (ESSA) Act, particularly as they pertain to the Tier 4: Lowest Performing Comprehensive Schools (the lowest‐performing 5% of schools) and the Tier 3: Underperforming Schools. Specifically, TDS seeks to provide these services to Tier 4 and Tier 3 schools in Service Area 1, comprised of Cook, DuPage, Lake, McHenry, Kane, Kendall, Grundy, and Will Counties. TDS was created in 1994 at the JHU Center for Social Organization of Schools as a partnership between educational researchers and school and district administrators. Its mission is to provide evidence‐based models, tools and services to the most challenged secondary schools serving the most vulnerable students in the country. TDS envisions a nation where all students have access to an education that develops their strengths and talents, builds their academic and socio‐emotional competencies, engages them in relevant learning opportunities, supports them so they can succeed, and prepares them for post‐secondary education and the 21st century world of work. TDS’ goal is fundamentally to create more equitable, holistic educational opportunities that offer young people meaningful pathways to success in school, and thereby to full participation in college, career, and civic life.
TDS specializes in assisting schools and districts in high poverty communities and those serving linguistic minorities and special needs populations, bringing organizational, curricular and instructional innovations to grades 6‐12 and providing extensive professional development and coaching. TDS’ primary strengths are its strong research base, its experience with low‐performing schools over the last 22 years, and its ability to influence the culture of a school through intensive support, and capacity‐building professional training. TDS helps struggling schools plan and provide academic and socio‐emotional supports to students in grades 6‐12 through intensive, site‐based technical assistance and professional learning for school leaders and teachers, needs analysis and resource mapping, and facilitation of school improvement teams and focus groups, as well as robust, customizable organizational and instructional supports and services. TDS provides this support and training in the school context through TDS technical assistance to administrators and teacher leaders in needs assessment, transformation planning, teacher teaming, supportive scheduling, and use of data to drive decision making, as well as instructional coaching and capacity building. TDS offers a customizable continuum of services to schools, ranging from technical support and professional development to address discrete identified needs (e.g., for Tier 3 schools), to deeply embedded comprehensive school transformation support based on four pillars of change: Pillar I: Teacher Teams and Small Learning Communities: TDS helps schools create small learning communities where teacher teams share three or four classes of students. This organizational model fosters strong relationships between students and staff that promote mutual support and accountability—resulting, in turn, in better student attendance, behavior, and progress toward graduation. TDS teacher teams also improve student progress by establishing common planning time, used both to engage in peer‐driven professional development that improves classroom management and climate, and to design individual, small‐group, and whole‐group interventions for students who need additional support. Pillar II, Teaching and Learning with Professional Development, directly addresses the need for improvement in Curriculum and Instruction. TDS instructional staff provide intensive teacher training in the core competencies of lesson design and focus; rigor and inclusiveness of all students, regardless of background; a culture of achievement (this is also addressed through Pillar IV); student progress and mastery; and commitment to personal and collective excellence, with the added support and encouragement of peer support in teacher teams and SLCs.TDS has developed a comprehensive Blueprint for curriculum, instruction, and assessment anchored in evidence‐based, high‐ impact instructional strategies, used to construct and implement a customized instructional and professional development plan in each school. TDS also improves student achievement by providing acceleration curriculum to close learning gaps. Pillar III: Tiered student supports. As previously indicated, TDS helps schools build Early Warning data Systems (EWS) that allow staff to quickly identify students in need of attendance, academic, or behavioral interventions. TDS also helps schools establish relationships with district and community‐based resources that extend their capacity to provide appropriate interventions, and provides ongoing professional development and support for the integration of support service providers and teaching staff. This tiered support model helps struggling students get back on track to graduation, and provides teachers and students to overcome emotional, behavioral, and personal challenges. Pillar IV. Can‐Do Culture and Climate: TDS helps schools create safe, secure school climates that promote effort, resiliency, and collaboration as keys to both staff and student success at school. In addition to creating structures and processes that deliberately build this positive climate, TDS also provides professional development and resources around post‐secondary exploration and preparation and social‐emotional learning. The “can do” school climate that results from this deliberate culture‐building creates an environment where both staff and students know that growth and persistence are valued, and that every member of the school community receives the social and emotional supports necessary to succeed.
New Teacher Center is a national nonprofit focused on improving student learning by accelerating the effectiveness of new teachers and school leaders in PreK-12. NTC partners with urban, suburban, and rural districts and schools across the country, including Chicago Public Schools and other Illinois districts, to design and implement sustainable, high-quality mentoring and coaching professional development.
NTC's evidence-based mentoring and coaching programs are proven to increase student achievement, teacher practice and effectiveness, and teacher retention. Through NTC's professional learning opportunities, we build mentors and coaches within a district who are able to provide new teachers and educators consistent, quality feedback on their instructional practice and classroom management.
Every teacher deserves a coach. NTC's practice and program frameworks and research-based and customizable to meet the unique needs of Illinois districts as the work to turnaround their schools.
Our evidence-based programs are complemented by our 20 years of experience working with districts and educators. Our work centers around four key pillars:
To achieve this, New Teacher Center provides teachers and school leaders high-quality, consistent, instructional-based support, so districts can create and sustain a lasting, impactful educational environment.
We accomplish this work through several key areas:
Early Learning - provides job-embedded professional learning opportunities for coaches and administrators with an emphasis on early learning pedagogy and formative assessment tools targeted at quality instruction.
Professional Development Plus! Inc.(PDP) provides innovative and high-quality educational programs and services to Pre-K to Community College schools and school districts across the country. PDP is an eleven year company dedicated to providing systemic, on-going professional development to all stakeholders in a school district. We are an Illinois WBE / MBE company certified through the BEP certification program. The experiences and successful accomplishments of the PDP cadre have been primarily in schools and districts similar to the demographics of large and midsized urban districts in Illinois as well as in New Jersey, Tennessee, Indiana, and Michigan. These are districts with high percentages of economically disadvantaged students, diverse learner populations, linguistic minorities and/or special education populations. One key benefit to partnering with PDP is the fact that our 30 plus cadre is extremely diverse and we mirror the population of the teachers and students of Illinois. We are diverse in terms of ethnicity, gender, age and areas of expertise. Most of our collective experiences have been in large to midsize public, charter or private urban districts and schools. Since 2006, Professional Development Plus!, Inc. has partnered with urban school districts including but not limited to Chicago Public Schools, Detroit Public Schools, Gary, Indiana Community School District, Posen Robbins, IL School District 143.5, Newark Public Schools, Racine, Wisconsin and Jackson, MS. We are proud of our partnerships with educational organizations that include but are not limited to Pearson Education, McGraw-Hill, Knowledge Delivery Systems, Learning A-Z, I Opening Enterprises and E-Instruction. We are proud of our outcomes when partnering with schools and school districts that are serious about systemic change and provide the time and resources to make a difference. Our partnerships with schools and school districts have resulted in double-digit increases in literacy on high stakes assessments by probationary schools, significant increases in math growth and attainment, and movement from level three schools to level 1 and 2+ ratings! Partnering with schools and school districts require familiarity with National Initiatives such as CCSS and ESSA. All of our partnerships begin with analyzing the school or districts’ data that informs our professional development focus. Our whole-school model provides coaching and monitoring of all school stakeholders including Administrators, Teachers, In-school Coaches and Parents. The PDP consultants are experts in the areas math, literacy and assessment. Several members helped to design the Common Core Training in Illinois and are certified Common Core trainers for the state. The foundation of PDP is leadership development, on-going instructional coaching and school based capacity building. Many of our Leadership Coaches are nationally certified staff developer and leadership coaches through Learning Forward (formerly National Staff Development Council) and have worked with Superintendents and Administrators in districts including but not limited to Fort Wayne, Indiana; Indianapolis, Indiana; Chicago, IL; Jacksonville, FL and Administrators in the New York Archdiocese. Many of our Instructional Coaches are certified instructional coaches through the California-based New Teacher Center. Our goal is always to develop or enhance school-based teacher leaders/and or school-based coaches. We offer a "Coaching Up" plan to our partners to insure that gains made in the one year contract will definitely be sustained or exceeded in upcoming years.
All of our partnerships begin with analyzing the school or districts’ data that informs our professional development focus. Our whole-school model provides coaching and monitoring of all school stakeholders including Administrators, Teachers, In-school Coaches and Parents. The PDP consultants are experts in the areas math, literacy and assessment. Several members helped to design the Common Core Training in Illinois and are certified Common Core trainers for the state. The foundation of PDP is leadership development, on-going instructional coaching and school based capacity building. Many of our Leadership Coaches are nationally certified staff developer and leadership coaches through Learning Forward (formerly National Staff Development Council) and have worked with Superintendents and Administrators in districts including but not limited to Fort Wayne, Indiana; Indianapolis, Indiana; Chicago, IL; Jacksonville, FL and Administrators in the New York Archdiocese. Many of our Instructional Coaches are certified instructional coaches through the California-based New Teacher Center. Our goal is always to develop or enhance school-based teacher leaders/and or school-based coaches. We offer a "Coaching Up" plan to our partners to insure that gains made in the one year contract will definitely be sustained or exceeded in upcoming years.
For more than twenty years, Public Impact has engaged schools, districts, and education organizations across the United States in pursuing dramatic improvements in students’ outcomes, both in their academic pursuits and in their quest to thrive holistically as adults in our changing world. We have a track record of bringing evidence-based practices to bear in the most challenging environments, with strong results. In the most recent year of data (2015-16), nearly half of the schools we partnered with in school redesign achieved “high growth” in their state accountability systems, almost double the typical rate.
The Language and Literacy Program of Roosevelt University has over 3 decades of experience in the development of our balanced literacy framework and model. Our model, which provides best practices in literacy education, is grounded in the latest research based literacy pedagogy. Dr. Margaret Policastro and her team of literacy coaches at Roosevelt University have spent the last 9 years providing high quality professional development to schools with their NEW balanced literacy program resulting in student achievement gains. This high quality professional development program fosters creative, effective and justice-oriented literacy education for all children across the K-8 curriculum.
The mission of Teach Plus is to empower excellent, experienced teachers to take leadership over key policy and practice issues that affect their students’ success. We believe that in order to improve outcomes for all students—and advance instructional equity and outcomes, in particular, for African American, Latino, and low-income students—our nation’s best teachers must both inform the policies and conditions that shape and impact their learners’ success, and lead a transformation of the teaching practice.
The Peoria-Tazewell Professional Learning Consortium is a newly formed professional development collaborative created between the Peoria Regional Office of Education and the Tazewell-Mason-Woodford Regional Office of Education. Our offices determined that by joining forces we would be able to share our expertise to better serve educators in both regions. We believe that through our collaborative partnerships across ROE Area 3, we can provide effective professional learning that results in positive outcomes for students.
Umoja equips young people to succeed in college and confidently claim their future. Our mission is advanced by being an on-the-ground partner and professional development provider for schools, districts, and community organizations to ensure every student graduates from high school ready for college and career success.
Our approach is to support teachers, school leaders, and youth professionals by equipping them with the knowledge, skills, and tools essential to increasing on-track and graduation rates, decreasing disciplinary infractions and increasing college enrollment. Umoja’s Professional Learning Team offers Social Emotional Learning and Restorative Justice professional development, curriculum, and customized support to promote a positive school culture and student success.
The University of Illinois at Chicago (UIC) is the only public research institution of higher education in Chicago. Located in the heart of the city, the College of Education at UIC is committed to preparing teachers, school leaders, researchers, and policymakers who can transform public education in ways that benefit children for whom education can and should make the most difference. Unique among the top-50 graduate schools of education in its urban mission and student body, we prepare educators as critical thinkers and advocates who continue to develop the knowledge and skills necessary to prepare children to be productive citizens in the world. For nearly thirteen years, UIC has been showing that producing transformational leaders at scale requires a rigorous, practice-based approach. We believe all children can learn no matter how challenging conditions are. The key to their success is a combination of committed, competent teachers working together with a skilled visionary leader. We believe that transformative principals are not born, but can be developed at scale. Finally, we believe that the primary client for our work is not the graduate student who seeks a principal credential, but the public school student who needs a competent and committed principal. The UIC Center for Urban Education Leadership (CUEL), established in 2011, researches the best ways to prepare and develop visionary leaders for high-need urban schools, advocates for financially sustainable models of transformative principal preparation at the local, state and national policy levels, and disseminates information to other researchers and to the public on the latest advancements in school leader training. The Center works closely with UIC’s Ed.D. in Urban Education Leadership doctoral program, begun in 2003 by our Administration and Supervision faculty, who are ranked #14 in the nation by U.S. New and World Report, the only non-elite private or flagship public institution to be listed in the top 20. The Ed.D. in Urban Education Leadership was designed in partnership with Chicago Public Schools (CPS) to develop principals and administrative educational leaders able to transform low-performing urban schools, systems, and entire districts. The UIC Ed.D. Program’s theory of action requires collaborative, sustained inquiry into how to develop school principals who inspire school cultures with high expectations, who engage key staff in leadership roles, and who build professional communities that improve adult and student learning through collaborative, sustained inquiry at the building level. Our continuous improvement commitment has strengthened the program’s ability to produce such principals routinely, not as an exception. UIC’s theory of leadership development focuses on leadership actions and dispositions that actively construct new organizational capacities in schools (Elmore, 2004). Expertise is described as a process of strategic problem-solving at growing levels of complexity. What distinguishes the “process of expertise” from ordinary learning and problem-solving is that it works at the edge of personal and institutional competence. The absence of clear answers and prescribed solutions makes the edge of competence, while uncomfortable, the place where deep learning and development can occur (Bereiter and Scardamalia, 1993).
Leadership for transformative school improvement Because our approach to leadership development is first and foremost aimed at improving student learning outcomes in schools, and because the Chicago school system with which we partner is 85% low income and nearly 90% students of color, our program is committed to working with principals to transform the organizational and instructional capacity of each school they lead. This requires that our program work with principals after they earn their credentials even longer than in the preservice stage. This therefore requires that UIC hire and develop, as we have for the past 14 years, full-time field supervisors/consultants for principals--experienced leadership coaches who themselves were principals who succeeded in improving their schools’ capacities and student learning outcomes. We find that by working with the principal to improve the organizational capacity of the school teaching staff, a school leadership team can re-culture instruction within a school and significantly improve student learning outcomes of all kinds—from social-emotional learning to standardized test measures, richer arts programs, and increased graduation rates. The relationship between leadership development and improved student learning outcomes can be represented over-simply as: Distributed School Leadership Organizational CapacityInstructionStudent Learning While this logic model guided our work with pre-service and in-service principals in CPS, it has also informed our work in system-level partnerships to improve CPS for well over a decade (Cosner, 2015). Currently, we use this logic model in developing CPS’s cadre of principal supervisors, the Network Chiefs to whom nearly all principals report. LEA System Level Work UIC and CPS have partnered in system-level changes in school leadership policy since the 1996 Illinois legislation granting CPS the right to impose principal eligibility requirements over and above state endorsement requirements. By 2003, UIC and CPS had a formal principal preparation partnership, and a decade later UIC had co-designed the CPS Chicago Leadership Collaborative (CLC) as one of four inaugural principal preparation partners. Additionally, CUEL leadership was integral to drafting the new Illinois state principal licensure procedures which then became law in 2012, and the CUEL director served on the city-wide Principal Quality Working Group that in 2016 created the current Chicago Principal Partnership, aimed at filling every CPS principal vacancy with a highly qualified principal (https://chicagoprincipals.org). In Summer 2015, the UIC Center for Urban Education was approached by the CPS Board of Education to help CPS address the longstanding need for strong professional development opportunities for Network Chiefs. Network Chiefs today play a critical role in supporting, developing, and evaluating 30-40 principals each. CPS and UIC jointly developed an implementation plan to provide professional development for Network Chiefs. The Director of the CUEL has taken primary responsibility for providing the professional learning Network Chiefs need to support school leaders in improving student achievement and school climate/ culture. Because feedback from Network Chiefs and the Director of Chiefs has been uniformly positive, the Chief Education Officer has requested to continue this collaborative approach to Network Chief Development.
ULLC has been active in the school improvement movement all over the nation from2003 to the present. During this time, we have witnessed significant growth in overall school and student performance due to the accountability movement. Unfortunately, we have also encountered schools that have flat-lined in their efforts to create positive changes in achievement. The good news is that even in schools designated as “failing,” we have found leaders at the local education agency (LEA) and state education agency (SEA)levels who possess the will and passion for making these schools successful. Lacking is a well-defined change strategy for a holistic, data-driven, and research-based plan of action which is collaboratively developed, implemented, and monitored by the school and district leadership. In short, the will is there, but there is currently no pathway to the promise. The mission of ULLC is to build the capacity of local schools to increase student achievement by:(1) training district and school leaders in research-based best practices of distributed leadership, and (2) providing on-site coaching to ensure the implementation of these practices in the school and district culture. Several bodies of research inform the ULLC theory of action: (a) The ULLC SAME(Social, Academic, and Moral Education) Framework for School Design; (b) the Professional Standards for Educational Leaders (PSEL);and (c) The ULLC Six Step School Improvement Planning Process.
At the heart of all interventions developed by ULLC is the SAME Framework for School Design. This framework views schools as an integrated set of domains –Social, Academic, and Moral –which define the culture of the school community. The Social Domain defines how members of the school community behave; the Academic Domain defines how members of the school community engage in teaching and learning; the Moral Domain defines what members of the school community believe. When they enter a school environment, ULLC coaches invest significant energy in collecting data on these critical domain sat each school site before engaging the staff in dialogue around school improvement planning. All these domains can only thrive in a culture of distributed leadership, as it is conceptualized by James Spillane (2006) and colleagues. ULLC coaches are called upon to guide and model distributed leadership concepts and practices with school leadership teams and staffs. How does the ULLC SAME framework connect with Illinois’ ESSA challenge for persistently struggling schools? ULLC is uniquely qualified to partner with Illinois’ schools in need of comprehensive support. Since our inception in 2003, our company has worked almost exclusively with such schools in urban, suburban, and rural districts in 26 states. Our holistic model, SAME, was born out of a vision that with the proper support structures, public schools can overcome the negative impacts of poverty, ethnicity, second language or learning disabilities and create learning communities where all students excel at a high level. Extensive evidence supporting the effectiveness of the SAME Framework comes from An Achievable Dream (K-8) Academy in Newport News, Virginia (www.achievabledream.org). This public school served as a “lab school” in which the SAME approach was initiated, refined, demonstrated, and documented. Independent research conducted by the School of Education at the College of William and Mary —both longitudinal studies and a series of special projects addressing specific research questions —provided the hard data to validate the model. Today, the school has expanded to two campuses serving students K-12.The most compelling evidence supporting the efficacy of the SAME Framework at An Achievable Dream Academy is the fact that poor and minority students perform at levels that are typical of white and non-disadvantaged students. Essentially, by using SAME, the staff at An Achievable Dream closed the achievement gap. Students of An Achievable Dream–called Dreamers –are drawn from the population subgroups that, in schools across the nation, trail on measures of academic success: disadvantaged (today 100%are eligible for the federal lunch program) and minority (98% are African-American). Yet they perform at levels that exceed those of black and disadvantaged students citywide and approach or even exceed those of white and non-disadvantaged students. Key evidence of the effectiveness of the SAME Framework can be observed via data from eighth-grade Virginia State Standards of Learning tests. Performance at this point indicates whether students are ready for high-school work —particularly at the college-preparatory level. The table below shows pass rates on Standards of Learning tests for Dreamers compared to black, disadvantaged and white students city wide. The data are typical of a long-established pattern, confirmed in test scores, retention, and graduation rates.