2015-2016 Teaching and Principal Ambassador Fellowship Program Applications Now Available!

“The Ambassador Fellows are a critical investment in ensuring that the decisions affecting students are informed and implemented by our nation’s best teachers and leaders. The answers to our most challenging educational problems lie in the voices of the courageous principals and passionate teachers our Fellows bring us every day.”
– Secretary Arne Duncan

Teaching Ambassador Fellows gathered at the Teaching and Learning conference for the announcement of the Teach to Lead initiative earlier this year. (Photo credit: U.S. Department of Education)

Teaching Ambassador Fellows gathered at the Teaching and Learning conference for the announcement of the Teach to Lead initiative earlier this year. (Photo credit: U.S. Department of Education)

Applications for the U.S. Department of Education’s 2015-2016 cohort of Teaching and Principal Ambassador Fellows opened on December 18, 2014 and are scheduled to close on January 20, 2015 at 11:59 pm EST. For more information about the application process, visit our Teaching and Principal Ambassador Fellows program pages or go directly to the applications for the Teaching and Principal Fellowships on USAJobs.gov.

Since 2008, the Department has employed 87 outstanding teachers on a full- or part-time basis through the Teaching Ambassador Fellowship program. Last year, ED piloted a Principal Ambassador Fellowship that brought three highly-talented principals to work for the Department on a full- and part-time basis.

Teaching and Principal Ambassador Fellows are outstanding educators, with a record of leadership in the school community, strong communication skills, and insights on education policy based in their school and classroom expertise. They come with networks of support from their professional communities and have participated in a variety of activities that have prepared them to write and speak frequently about instruction, school culture and climate, educational leadership and policy.

Both of the highly selective programs reflect the belief that teachers and principals should have meaningful opportunities to learn about and shape the policies that impact students and school communities nationwide. As teachers and principals are often the most trusted sources of information about education policy for parents, community members, colleagues, and students themselves, it is imperative to create more ways to link the Department’s programs, policies, and resources directly to the field.

The 2013-2015 Principal Ambassador Fellows and Secretary Duncan. (Photo credit: U.S. Department of Education)

The 2013-2015 Principal Ambassador Fellows and Secretary Duncan. (Photo credit: U.S. Department of Education)

The Ambassador Fellows have directly contributed to hundreds of activities at the Department and captured the voices of thousands of teachers and principals from every state. They were particularly instrumental in the RESPECT project and in inspiring and executing the Department’s current Teach to Lead initiative. They were also critical partners in offering flexibility around tying teacher evaluations to new assessments and addressing a culture of over-testing.

There are two different options for candidates. The Washington Fellowship is a full-time appointment, based at the Department’s Headquarters in Washington. The Classroom Fellowship, on the other hand, enables teachers and principals to participate on a part-time basis, while still allowing them to fulfill their regular school responsibilities.

All Teaching Ambassador Fellows spend one year learning about key federal programs and policies, sharing their expertise with federal staff members, and providing background on federal initiatives to other educators. This helps teachers better understand and implement these efforts at the federal, state and local levels. For the Fellows, the program provides greater knowledge of federal educational policy, strengthens their leadership skills, and gives them the firsthand opportunity to address some of the  challenging issues facing education today.

“Being a Teaching Ambassador Fellow has been the best professional learning of my career,” says Tami Fitzgerald. “I have learned about educational policy, but more than that, I have discovered that my voice can be heard, and our collective voices can make a difference.”  Principal Ambassador Fellow, Rachel Skerritt adds, “The Principal Ambassador Fellowship is intended to be a beneficial resource to the Department, allowing ED to hear valuable input from school leaders. However, the experience has been just as beneficial to my own learning and leadership. I constantly bring back best practices to my own school, having had the privilege of meeting passionate principals nationwide.”

Great teachers and principals—please consider applying and sharing this information with your colleagues! Sign up for updates on the Teaching and Principal application processes, call 1-800-USA-Learn, or email us at TeacherFellowship@ed.gov or PrincipalFellowship@ed.gov with questions.

Gillian Cohen-Boyer is Director of the Principal and Teaching Ambassador Fellowships Programs at the U.S. Department of Education.

Supporting Great Teaching Through Better Teacher Preparation

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Great teachers matter enormously to the learning and the lives of children. Every parent knows it, and study after study proves it.

Unfortunately, teachers, principals and researchers have made clear: too many teacher preparation programs today aren’t equipping teachers with the skills they need to be successful. Teaching is one of the most important and challenging careers, yet new research shows that many teacher preparation programs offer easy A’s instead of rigorous learning

That’s why ED today announced new regulations that will build on momentum to improve teacher training. The proposed regulations will be different than current reporting requirements – which focus almost exclusively on inputs – by establishing meaningful outcome indicators, like employment outcomes, teacher and employee feedback, and student learning outcomes.

The proposed regulations will also:

  • Encourage states to develop meaningful systems to identify high- and low-performing teacher preparation programs across all kinds of programs, not just those based in colleges and universities;
  • Reward only those programs determined to be effective or better by states with eligibility for TEACH grants, which are available to students who are planning to become teachers in a high-need field and in a low-income school, to ensure that these limited federal dollars support high-quality teacher education and preparation; and
  • Offer transparency into the performance of teacher preparation programs, creating a feedback loop among programs and prospective teachers, employers, and the public, and empower programs with information to facilitate continuous improvement.

The regulations would provide significant flexibility for states, allowing them to set performance thresholds and additional performance categories or indicators. Programs would be assessed using a minimum of four performance levels: exceptional, effective, at-risk, or low-performing.

These changes will not only create a new feedback loop among programs and prospective teachers, employers, and the public, but it will also empower programs with better information to facilitate continuous improvement.

Final regulations will be published in Summer 2015. You can learn more about the proposed regulations on our teacher preparation web page, which includes a printable fact sheet and PowerPoint presentation.

Update: The Proposed Rule on Teacher Preparation Issues was published in the Federal Register. Formal comments are due February 2, 2015.

Why I’m a Principal, Not a Statistic

Sharif El-Mekki

As October, National Principals Month, comes to an end, I cannot help but to reflect upon what led me into the principalship.

As a twenty-one year old African American male, I could have very easily become a statistic. Five months after graduating from IUP in rural Pennsylvania, I was shot and left for dead on a football field in Philadelphia.

Many people struggle to recover from such an experience and I am blessed to have a community that rallied around me and refused to let me succumb to the trauma that could have easily overwhelmed me. Instead, I was led to become a career changer, transitioning from counseling adjudicated youth to one of the most important careers in the world-being a principal.

As a teacher leader, my principal, Charles D’Alfonso, supported and encouraged me to take on the immense challenge of becoming a principal. He guided me, connected me with other mentors (like Yvonne Savior, who would serve as my new teacher coach and new principal coach years later), and provided various resources to spur my growth and success. And, although, I viewed myself as a leader of middle school students, my principal saw me as a leader of a school community.

Today, I make it part of my mission to encourage all my peers to mentor the brave, humble, and up-and-coming leaders in the principal pipeline. We need to do this to strengthen our profession and to ensure that there is a higher level of diversity in the principalship. By expanding leadership opportunities for women and minorities, we acknowledge the diversity of the students we serve. By harnessing the unique and life-impacting experiences and perceptions of culturally distinct principals, we will help to strengthen students’ outcomes – including and especially for the most vulnerable students in our communities. We will impact these students in ways that equip the next generation to master the incredible challenges and seize the incredible opportunities of our time.

It’s said Albert Einstein, the great scientist and philosopher, believed that one of the most powerful forces in the universe is the effect of compound interest in finance. I’m not sure if this attribution is true, but I do know that – like the power of earning “interest on interest,” – a great principal is a force that elevates, amplifies, and supports the great work of teachers and other school staff. And, that’s a mighty force! In my experience, it’s certainly one that moves mountains, uplifts communities, and accelerates student achievement.

My fellow Ambassadors Jill Levine and Rachel Skerritt and I have visited many cities and schools over the last several months, and we’ve spoken with over 875 principals. Research is clear about the tremendous lever that principals represent in school improvement efforts. Our conversations with our colleagues around the nation affirm the research below.

  • Principals’ actions have a have influence on why 70 percent of our best teachers leave the classroom
  • There are 90,000 principals, for 98,706 schools, employing 3 million teachers all of which serve the 55 million students in American public schools. On average, then, each principal impacts 611 students, each day, of each year, over their life at a school.
  • Principals account for 25 percent of a school’s total impact on student achievement, second only to teachers
  • Principals can have enormous impact on all students because principals ensure effective instruction year to year across the entire school

I am humbled and inspired daily by the work that we do and the impact that we have. As principals, we must continue to identify and develop those leaders in our buildings that can join us in this mission of the principalship – just as Charles D’Alfonso did twenty-two years ago.

Sharif El-Mekki is the principal of Mastery Charter School-Shoemaker Campus in Philadelphia, PA, and a 2013-15 Campus Principal Ambassador Fellow of the U.S. Department of Education. El-Mekki serves on Mayor Michael Nutter’s Commission on African American Males and is an America Achieves Fellow.

The Story of Tennessee’s Normal Park Museum Magnet

When I was hired in 2002 as the Principal of Normal Park Museum Magnet School in Chattanooga, Tenn., the school was in crisis – with failing test scores, a dilapidated building, and low enrollment. My job was to transform the school into a museum magnet school, which utilized research-based teaching practices; organized weekly, hands-on learning expeditions to local museums; and provided students with the academic support and resources to deeply explore academic content through creative and cross-disciplinary projects.

Normal Park opened its doors with just 214 students in August of 2002. At the beginning of that school year, it was very hard to convince parents to send their children to our school.

With the help of a federal Magnet Schools Assistance Program grant during the first three years of our transformation, and with support and encouragement from Magnet Schools of America, in just three years, Normal Park was recognized with the Ronald P. Simpson Award—considered the most prestigious award for magnet schools in the nation.

Throughout all this success, families began moving into the school zone to enroll in Normal Park. Our magnet applications increased dramatically, creating a waiting list of more than 600 students. In the years since, we have extended our program to include pre-K through eighth grade, expanded to two campuses, and enrolled more than 850 students.

Magnet schools can be an important part of a school turnaround effort. These schools often work within the existing structure of a school district while developing exciting theme-based instruction across the curriculum, which can provide incredible opportunities for students. Whether a magnet school is arts-based, technology-based, or focused on student leadership, students take part in meaningful learning opportunities that engage them in non-traditional ways.

In our nation’s data-driven education reform efforts, it is important to recognize that the avenue to increasing test scores can be found through student engagement in meaningful learning, rather than a “drill and kill” focus on test preparation. Recognizing schools that involve students in learning in creative, collaborative, and challenging ways is incredibly important.

Whether students are learning though dancing or debate, painting or poetry, graphic design or film editing, students who take part in high-quality, rigorous and meaningful experiences often become engaged and excited learners who achieve strong outcomes. Schools should be places where students love to learn and teachers love to teach.  In my experience, magnet schools can be those places!

Jill Levine is the principal of Normal Park Museum Magnet in Chattanooga, TN, and a 2013-14 Principal Ambassador Fellow of the U.S. Department of Education.

This month, Jill Levine and Normal Park were recognized with a Value-Added Achievement Award from the nonprofit Education Consumers Foundation. For more, visit here.   

Leaders of Learning

It can’t be said enough, school principals seriously matter in any school improvement effort. They directly impact teacher engagement, school conditions, and family involvement, which are all big factors in increasing student performance. This is why the recent convening by the Department of Education’s School Leadership Program (SLP) is an important part in achieving our overall mission to promote student achievement for all of our nation’s students.

Bringing together 45 of its grant recipients for two days, the SLP program office provided an opportunity for districts, university programs, partner organizations, and federal policymakers to learn from each other and experts in the field about how to promote and improve excellent school leadership.

chavezstudents

Cesar Chavez School of Public Policy students and members of the Chavez Slam Team ContraVerse, perform their original piece at the opening of the School Leadership Program conference at ED. Throughout the two day convening, these students, along with several of their classmates and their incredible teacher and coach Michael Bolds, shared insightful perspectives on education and the impact of current reforms and educators on students. Photo Credit: U.S. Department of Education

From my perspective, that of an experienced district and charter public school principal, and as part of the Principal Ambassador Fellowship Program (PAF), the convening provided a valuable learning experience by those in attendance. In particular, I was struck by a presentation from Matthew Clifford, principal researcher of education, at the American Institutes for Research (AIR) who spoke about the Ripple Effect of principal influence. Principals, according to Clifford, need to be evaluated on what they can control – teacher engagement, community context, and school conditions – all of which strongly impact student learning but in an indirect way.

This concept, along with a recent report by Jason Grissom, Susanna Loeb, and Ben Master should make us all think again about what effective school leadership looks like and how our accountability systems honors the work of principals and truly incentivizes the types of behaviors our schools need from their leaders. The principal didn’t become the “most complex and contradictory figure in the pantheon of educational leadership,” overnight, as described by Kate Rousmaniere, another presenter at the convening. It is going to take a great deal of attention and thought for states and districts to create the type of learning environments and support systems required to improve school leadership practices. Luckily, there is a group of practitioners engaged in this work, and it was impressive to have them all in one room together.

A great deal of thanks goes out to the SLP team, the PAFs, to all the presenters who shared their expertise, to the students who thoughtfully challenged the adults through performance and provocative questions, and to the grantees who came with open minds and incredible experiences. Let’s hope this is one of many more such gatherings, because there is still much work to do.

Joshua Klaris is a resident principal in the Principal Ambassador Fellowship Program at the U.S. Department of Education

Principal Ambassador Fellowship Officially Launched

Secretary of Education Arne Duncan officially launched the Department of Education’s Principal Ambassador Fellowship yesterday by naming three principals to serve as the inaugural class of Campus Principal Ambassador Fellows. They are: Sharif El-Mekki of Mastery Charter School – Shoemaker campus in Philadelphia, PA; Jill Levine, principal of Normal Park Museum Magnet School in Chattanooga, TN; and Rachel Skerritt at Eastern Senior High School in Washington, DC.

You can learn more about each of them on the Department’s Principal Ambassador Fellowship website in the coming days. In short:

SharifSharif El-Mekki has served since 2007 in the charter school serving 750 middle and high school students. The Shoemaker campus is a three-time winner of New Leaders’ EPIC award for being amongst the top three schools in the country for accelerating student achievement. El-Mekki serves on Mayor Michael Nutter’s Commission on African American Males and is an America Achieves Fellow.

 

 

JillJill Levine has served as principal since 2002 of two campuses which serve 850 pre-K to 8th grade students. Normal Park has been named a Magnet School of Excellence every year since 2005 and in 2012, Levine was named National Principal of the Year by Magnet Schools of America. Levine serves on Tennessee’s First to the Top Advisory Committee and Teacher Evaluation Advisory Committee.

 

 

RachelRachel Skerritt has been principal of Eastern Senior High School since it was re-launched in 2011 as a turnaround high school. Under her leadership, Eastern has earned authorization as an International Baccalaureate school and last spring scored the second highest proficiency rates amongst comprehensive high schools in the District of Columbia on the DC-CAS exams. Skerritt is also a published novelist and frequent contributor to The Root, an off-shoot of the Washington Post.

In its inaugural year, the Principal Ambassador Fellowship program is meant to recognize the important impact that a principal has on instruction, the school environment, and talent management and to better connect this expertise and knowledge with education policy makers. The 2013 U.S. Department of Education Principal Ambassador Fellows will work with our current Teaching Ambassador Fellows as well as our Resident Principal to help kick start and shape the new program.

In the Shadows of Principals

Principal Shadow DebriefI admit I was nervous.

Principals are busy. It’s almost a cliché that they are unsung heroes who move mountains every day with very little praise and backbreaking hours. So, when it was time for the culminating event of ED Goes Back to School Principal Shadowing, I worried. As a principal myself, on assignment for the year to serve as a bridge between other school leaders and the US Department of Education, I thought: “What if our 45 area principals were too busy to show up?”

Even if they did come, the stakes were high. Last year’s meeting produced real results. Our Principal Ambassador Fellowship was conceived at this meeting. Now, at 4:00 p.m. on a Friday, we were asking these principals to reach inward and pull off one more success.

My worries, naturally, were misplaced. The room was packed. With organizational help from NAESP, NASSP, and New Leaders, each school leader had been shadowed by someone from the Department. Now the principals and other ED officials were seated around a table with Arne Duncan, Deb Delisle, and Jim Shelton and their shadows. All were there to listen to them, and the principals were as candid as they were thoughtful.

The leaders spoke of disconnects between policy and practice. One principal was asked how much additional time his school system’s new teacher evaluation system was taking him- was it 20 percent, 50 percent more?

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Joshua Klaris, the Department’s Resident Principal, speaks during the principal debrief following ED Goes Back to School Principal Shadowing week.

“More like 200 percent,” he responded.

That came across loud and clear. Secretary Duncan responded to the conversation, “While I know change is hard and that it takes time, you guys need our help and support if we are going to where we need to be. We know that.”

The group also discussed the many hats a principal wears—teacher, coach, leader, parent. More than anything, the folks at ED who shadowed these principals walked away with a clearer understanding of the principal as the linchpin of a school community. The principals came to ED because they see themselves as essential connectors between the world of policy and the work of teaching and learning. This is their job. They take it very seriously. And they always show up.

It’s my job at ED to use the information gathered from conversations with school leaders to inform our priority to help support and improve their work. As I reflect on the experience with these principals and my ED colleagues, it reinforces the knowledge that these one-shot experiences just aren’t enough. There is an almost desperate need for enhanced connections and cohesion. The shadowing experience is a good start, there is much work to do, and I’m proud to be part of the effort to figure out the right next steps.

Joshua Klaris is the U.S. Department of Education’s Resident Principal

Investing in Leadership

Arne with Principals

Secretary Arne Duncan met with principals after his speech at last week’s NAESP Conference in Baltimore, Md.

Last week, I joined Secretary Duncan as he traveled to the NAESP Annual Conference, and we got to talk about the role of a principal. With the Department of Education’s Principal Ambassador Fellowship now a reality, Arne wanted to connect even further to this vital group of educators. He listened carefully, took notes, and pried deeper as we spoke about ways to enhance and encourage leadership development, Common Core implementation, and issues of safety.

Soon I found myself sitting amongst the NAESP’s seasoned audience who has heard many promises before from all levels of government, and who know that ultimately it will be their job to implement whatever the policymakers throw their way. It was a group with integrity and know-how. It was also a group looking for help.

As he spoke, even though he was hitting on topics with which the crowd connected with, I had a growing concern that the core of our earlier conversation hadn’t resonated. One of the strengths (and weaknesses) of great principals is their disregard for their own needs. Arne was speaking about what principals cared about but he wasn’t talking about their needs. Just then, I heard him say:

“The benefit of a second term is that you get to address and resolve some of what you wish you had done before. One thing we didn’t do enough of during the first term was invest in principal leaders. That’s why I’ve asked for a 238% increase for funds to invest in principals, a total of $98 million dollars.”

Arne stayed late to talk and to listen and to take pictures with a number of attending principals, a large group of new supporters and re-energized colleagues.

Joshua Klaris is the Department’s 2013/14 Resident Principal.

Announcing the Principal Ambassador Fellowship

The Department of Education is proud to announce that the first-ever Principal Ambassador Fellowship has officially launched!

The Principal Ambassador Fellowship has been modeled after the Teacher Ambassador Fellowship that the Department has offered since 2008. Secretary Arne Duncan unveiled the program to the public at a National Association of Secondary School Principals conference on February 28 this year.  The Secretary noted that after Department staff spent a day shadowing principals across the DC area, one of the participants highlighted the lack of principals’ voices in dialogues surrounding education policy. The PAF program is meant to recognize the important impact that a principal has on instructional leadership, the school environment, and talent management.

Like the Department’s Teaching Ambassador Fellows, Principal Ambassador Fellows will spend a year gaining greater knowledge of the content of key federal programs and policies, in addition to the context and process by which they are designed and implemented. Fellows will share their expertise with federal staff members; provide outreach and communication about federal initiatives to other educators on behalf of the Department; and facilitate the involvement and understanding of educators in developing and implementing these efforts at the federal, state and local levels, to improve the likelihood of their success.

The U.S. Department of Education believes that principals should have meaningful opportunities to both contribute to and understand the policies that impact their students, faculty and staff, and school communities. In order to implement needed reforms, all stakeholders, especially principals, must understand the intent of policy and be engaged in the outcomes.

As the Principal Ambassador Fellowship is just getting underway, ED is only considering Campus Principal Ambassador Fellows for 2013-2014. The Campus Principal Ambassador Fellowship enables principals to participate on a part-time basis from their home locations for the Department, in addition to their regular school responsibilities, working in collaboration with the Department’s Regional and Federal Offices.

We recognize that the two programs, the Principal Ambassador Fellowship and Teacher Ambassador Fellowship, will need to differ because of the different nature and responsibilities associated with each job. The first class of Fellows will therefore also be tasked with helping us design and shape the program for future years to be more beneficial for the role of principals.

We invite principals to apply for the 2013-2014 school year by July 16, 2013 at 11:59 PM EDT. To access the application and view eligibility requirements, please visit www.usajobs.gov and apply for the Campus Principal Ambassador Fellowship.

We hope you consider applying, and encourage you to share this information with your colleagues! You can also sign up to receive further updates, and call 1-800-USA-LEARN or email us at PrincipalFellowship@ed.gov with questions.

Click here for an alternate version of the video with an accessible player.

Note:  Some schools may use different terminology than “principal.” A candidate is considered eligible despite titling differences, provided that s/he is the highest administrative official in the school building.

Joshua Klaris is the  2013- 2014 Resident Principal at the U.S. Department of Education

Beating the Odds (and the Naysayers)

Teachers at the Department of Education were impressed with the Terrel H. Bell principals that we met during this year’s Blue Ribbon Schools National Celebration, but Blaine Helwig, the principal of Graham Elementary School, stood out because he has done what many thought was impossible: using home-grown strategies that others thought wouldn’t work.

Principal of Graham Elementary School Blaine Helwig

Blaine Helwig, principal of Graham Elementary School accepts a check earlier this year after receiving an excellence in education award.

A self-proclaimed “upstart,” Helwig said that his experience as a systems designer helped him plan systems that work for students in his school. “Yes, I am a rebel,” he told us, “There can be no doubt of that. I will not follow a curriculum that is designed for children to fail or produce the level of academic results we are seeing continually in these urban schools.”

Helwig’s school is about 95 percent low-income. As reported in the Austin Statesman, the school has struggled for years because “it’s not rich (and) it’s located on the wrong side of town.” Yet, against the odds, the students at Graham are exceling. Since taking the helm in 2007, the school’s academic achievement has grown so much that every student at Graham who took the state math exam passed it.

Helwig attributes his school’s success to focusing on the variables he can control. While he can’t change students’ home environments or fix their poverty, he said that he can ensure they get what they need in his school.

Read two stories from the Statesman that reveal insights into Helwig’s leadership style and strategies:  “Austin District Should Build on Graham Elementary’s Success” and “A Model of Academic Success at Graham Elementary.”

Laurie Calvert is the Teacher Liaison at the U.S. Department of Education, a 2010 Teaching Ambassador Fellow, and a 14-year English teacher from Asheville, N.C.  

A View from the Inside: ED Staff Observes the Principal’s Perspective

Shadowing a Principal

Deputy Chief of Staff Tyra Mariani visited a classroom at DC Bilingual while shadowing the school's principal. Official Department of Education photo by Joshua Hoover.

A week ago, I had the pleasure of shadowing principal Wanda Perez at DC Bilingual Public Charter School. While Wanda admitted she spends more time in meetings than she’d like, we spent the majority of my visit walking the school and observing students and teachers in learning and teaching. I also observed Wanda planning the week’s professional development session with New Leaders Resident Principal Daniela. There was so much to talk about – home visits, instructional strategies, assessments and the like – with not enough time.

My visit was part of weeklong effort by ED’s senior staff to gain a glimpse into the daily work of principals, while also providing principals with the opportunity to discuss how federal policy, programs, and resources impact their schools. At the end of the week we joined the principals and Secretary Arne Duncan for a debrief at ED.

Shadowing

ED's Camsie McAdams (left) shadowed the principal of Thomas Jefferson High School for Science and Technology in Alexandria, Va. Official Department of Education photo by Joshua Hoover.

We asked each of the principals to tell us, if they had a check from the federal government, what would they invest in based on the needs of this school. When I asked Wanda this question, her response somewhat surprised me. She said building teacher capacity. On the one hand, I wasn’t surprised; Wanda had been trained to become a principal through New Leaders and it’s clear from my visit that she’s focused on instruction.

In our classroom visits, Wanda was on the laptop she carries around to take notes on what she observed of the classroom instruction. On one of our visits, two adults entered the room while we were there. I later learned one woman was the coach (let’s call her Monica) and the other was the coach’s coach (let’s call her Deborah). After they all observed the same teacher’s lesson, Wanda and Deborah were going to observe Monica giving feedback to the teacher so that they could build Monica’s skills but also to ensure alignment within and across teams.

We know the principal can’t do it all, so Wanda is building the capacity of her instructional leaders to help support and develop great teachers. Why was I surprised? Because Wanda walks between two buildings every day since neither of the two buildings can hold all of the students; because the playground is literally on the rooftop of the building; and because the gym may have been large enough for a standard court but nothing else.

So while Wanda could have easily focused on facilities, Wanda knew what her students were learning and the quality of the teaching to enable their learning was most important. I appreciated that.

We won’t get a highly effective teacher corps unless we have principals as instructional leaders who are surrounded by and supporting strong teacher leaders who in turn help teachers get better. DC Bilingual was one example of that idea in practice.

Tyra Mariani is deputy chief of staff at the U.S. Department of Education

Walking in Their Shadows: ED Officials Team Up with Principals

EducationIn celebration of National Principals Month, dozens of senior ED leaders and staff members are visiting schools today, tomorrow and Thursday across the country as part of an organized effort in which federal education officials are shadowing school leaders.

These shadowing visits, in partnership with the National Association of Elementary School Principals, the National Association of Secondary School Principals and New Leaders, will offer Department staff a glimpse into the daily work of principals, while also providing principals with the opportunity to discuss how federal policy, programs, and resources impact their schools.

To complete the week-long partnership effort, principals and ED staff who participated in the job shadowing will join Secretary of Education Arne Duncan on Friday afternoon for a debrief discussion to reflect on their experiences and lessons learned. Earlier this year, ED officials shadowed fifty teachers across the country as part of Teacher Appreciation Week.

Stay tuned for stories from our participants and see a complete list of who is participating and at what location.

Cameron Brenchley is director of digital engagement at the U.S. Department of Education