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District Case Studies of Impact

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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