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16 10, 2018

Coaching Letter #57

2021-09-27T13:11:39+00:00October 16, 2018|Stevenson Coaching Letter|Comments Off on Coaching Letter #57

Good morning, I hope you are having a good week.  I’m writing this between days one and two of the Center’s annual Equity Institute, which is fabulous and a total emotional overload.  Yesterday morning we spent time in the galleries at the Wadsworth, where we hold the institute in partnership with the Amistad Center.  Last night we watched I Am Shakespeare, Henry Green’s story, told on film by Henry, a New Haven man who was shot and critically injured, who recovered for
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16 10, 2018

Leadership at the Center Post #1

2021-09-27T13:11:49+00:00October 16, 2018|Leadership at the Center|Comments Off on Leadership at the Center Post #1

Over two decades ago, the Graustein Memorial Fund founded the Connecticut Center for School Change to help spearhead efforts to support K12 education across the state. The Connecticut Center for School Change is an educational non-profit that exists to ensure (1) each and every student experiences intellectually engaging and cognitively challenging learning and reaches a level of efficacy and competence aligned to the knowledge, skills and dispositions needed to support a rewarding and productive life in a dynamic and ever-changing
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9 10, 2018

Coaching Letter #56

2021-09-27T13:14:13+00:00October 9, 2018|Stevenson Coaching Letter|Comments Off on Coaching Letter #56

Good evening, I hope you are doing well.  I love fall, it’s my favorite season, so it makes me happy to see the leaves starting to change color and know that we are in for a visual treat over the next few weeks. Thank you for the feedback on the Coaching Letter I sent out last week about Portrait of the Graduate.  It is clear that the self-assessment that I attached has legs. Someone I talked to today called a
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3 10, 2018

Coaching Letter #55

2021-09-27T13:14:23+00:00October 3, 2018|Stevenson Coaching Letter|Comments Off on Coaching Letter #55

Good evening, I hope you’re well.  There’s a terrific storm right over my house as I write this, and the rain is bucketing down. This Coaching Letter is about the Portrait of the Graduate work that I’ve been involved in under CAPSS’ leadership.  The Nellie Mae Education Foundation supports many education projects in the Northeast, including this one.  The grant allows CAPSS to work with participating districts to support them in developing a Portrait of the Graduate (PoG)—some districts have
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27 09, 2018

Center’s Deep Bench Helps Enhance District Improvement

2021-10-11T18:47:03+00:00September 27, 2018|Case Studies|Comments Off on Center’s Deep Bench Helps Enhance District Improvement

Joe Macary has been superintendent of schools in Vernon, Connecticut since 2015, after serving as superintendent in Wolcott. In May 2016, he worked with the Partners to conduct a district coherence audit and, based on those results, decided to partner with the Partners for professional learning and to strengthen district performance in three key areas: building capacity through executive coaching, central office transformation, and family engagement. Three senior administrators per year received executive coaching which, Macary said, was tailored to
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27 09, 2018

The Proof is in the Numbers

2021-10-18T14:26:24+00:00September 27, 2018|Case Studies|Comments Off on The Proof is in the Numbers

Sharon Locke, former superintendent in Naugatuck, doesn’t want to talk about equity – she wants to create equity! Locke has been consulting with the Center for several years, and the results, she says, have been remarkable, especially in improved math scores and in growth with the district’s highest-needs students. Locke said that when she arrived in Naugatuck in 2014, her team reviewed the data and identified the gap in student growth between math and ELA. Students in the same cohort
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27 09, 2018

Putting Instruction and Student Learning First

2021-10-11T19:04:01+00:00September 27, 2018|Case Studies|Comments Off on Putting Instruction and Student Learning First

Elizabeth Feser first worked with Partners for Educational Leadership when she was Superintendent in Windsor, CT, prior to becoming Superintendent in Milford.  In Windsor, she was invited to join the Superintendents’ Network.  In doing so, the Partners helped her introduce Instructional Rounds. Rounds, she said, helped building principals and central office leaders focus on the impact of teaching practices on student learning, as well as on equity, i.e., the degree to which all students, regardless of color, were receiving sound
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27 09, 2018

Coaching Letter #54

2021-09-27T13:15:48+00:00September 27, 2018|Stevenson Coaching Letter|Comments Off on Coaching Letter #54

Hi, I hope this finds you well.  I have had a terrific few days, with the participants at the CAPSS/UCONN Women in District Office series, and the Center’s Coaching Institute.  Regarding the former, we’re starting a mailing list for current and aspiring district leaders.  We will add the names of everyone who came on Friday, and if you weren’t there but would like to be added, please click here and include your name in the body of the email.  The
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18 09, 2018

Coaching Letter #53

2021-09-27T13:15:58+00:00September 18, 2018|Stevenson Coaching Letter|Comments Off on Coaching Letter #53

A couple of years ago, I was sitting in a high school principal’s office, and she was bemoaning the state of instruction in her school.  “The problem,” she said, “is that teachers don’t plan.”  First decision point: I did not ask her to clarify how she knew that that was the problem.  “So I’m going to start telling them to turn in their lesson plans.”  Second decision point: I chose to engage this time, and asked her how she was
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12 09, 2018

Coaching Letter #52

2021-09-27T13:16:08+00:00September 12, 2018|Stevenson Coaching Letter|Comments Off on Coaching Letter #52

Hello!  Thanks for all the messages about learning goals as they can be leveraged in organizations.  I have enjoyed the exchanges and I’m glad so many people found the ideas useful. Sometime last spring I decided that we should have a summer book club, and I chose Humble Inquiry, by Ed Schein.  I had all kinds of big plans.  Then before I knew it, the end of the semester was upon me, I had no real plan for how this
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