UELC Modules

Programming for Leaders in Urban Schools

Module 1

Intercultural Competencies in School Leadership

The UELC posits that developing leaders’ intercultural knowledge, attitudes, skills, and worldview is critical for their success in multiethnic, multiracial, multilingual, and multicultural cities and urban school systems. This module provides opportunities for extended collaborative learning that give leaders tools for developing intercultural competencies and opportunities to adapt and use these tools to their current school and district contexts with a specific focus on issues of instructional leadership, school climate, and school culture.

 

Intercultural Competencies in School Leadership

This UELC case helps leaders to examine and develop their intercultural leadership capacities in relationship to instructional leadership. Participants will participate in a simulation where they are the school-based instructional leadership team supporting teachers and coaches to grown their capacities to understand and adapt their teaching and learning approaches toward cultural differences and commonalities in the classroom.

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Upcoming Programs Featuring Case 21 – Intercultural Competencies in School Leadership

 

 

Disturbing Incidents in School Culture

This case serves as an introductory session to the UELC approach to professional development. Participants learn about relevant models for collaborative decision-making, and then through the simulation experience apply those decision-making models to a recent politically charged incident in a school that involves police officers and students of color. Geared toward teacher leaders and aspiring school administrators, this session will develop participants’ capacities to work in collaborative decision-making teams to address complex challenges involving race, power, and equity in schools.

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Leadership through Scandal

This case centers on a small urban district in Stone Mountain, GA where racially charged comments made by the principal at a graduation ceremony brought one school into the national spotlight. The module sets up a simulation of a school-based leadership team in the aftermath of the graduation scandal.

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Leading for Diversity

In this case, the Intercultural Development Inventory (IDI) assess provides leaders with a framework for reflecting on the role intercultural competencies play in their leadership work in schools. This module’s case study touches upon issues of discrimination against students and adults from immigrant and racial minority communities. In the simulation, leaders of urban school systems contend with issues of fairness in the hiring process of district and building personnel while concurrently grappling with incidents of racially fueled bullying among youth.

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Module 2

Leading College & Career Readiness Programming for Multilingual Learners & Students with Disabilities

The UELC prepares leaders to approach instructional leadership decisions grounded in the the CRAL model of Culturally Responsive Academic Learning for transforming school culture to prepare ALL learners for college and careers. This module provides opportunities for leaders to design an action plan for changing their organizational culture to launch CRAL in leaders’ organizations to better prepare students with disabilities and multilingual learners. Leaders will learn and adapt CRAL tools to their school and district contexts.

 Improving College and Career Readiness with an Equity Lens

This case focuses on a case in Prince George’s County, MD where community divisions center on a grant-funding program designed for newcomer families. A leadership team with members from multiple schools housed in the same school building considers how to find a balanced approach to serving recently arrived immigrant families alongside more well-established families.

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 Programming for Multilingual Learners

This case focuses on a case in Prince George’s County, MD where community divisions center on a grant-funding program designed for newcomer families. A leadership team with members from multiple schools housed in the same school building considers how to find a balanced approach to serving recently arrived immigrant families alongside more well-established families.

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 Equity for Students with Disabilities

Situated in Camden City, NJ, this case explores issues related to providing appropriate services for students with disabilities. The module’s simulation centers on a school-based leadership team in a charter school grappling with a scandal relating to special education students. The leadership team works to find plausible solutions for navigating the legal, social-emotional, academic, and staffing issues present in the simulation.

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Building Inclusive Communities of Practice

Set in Los Angeles, this case allows leaders to apply adult learning principles and practices that build collaborative communities of practice to a school context where leaders are working to create more inclusive classroom practices while simultaneously designing supportive, collaborative professional learning experiences for all educators.

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Upcoming Programs Featuring Case 20 – Building Inclusive Communities of Practice

Module 3

Leading Professional Learning and Expanding School Capacity

The UELC provides leaders with an opportunity to craft organization-wide professional learning plans aligned to local standards and Learning Forward Standards for Professional Learning. In this Module, leaders learn about adult development principles that inform the design of school professional learning cycles, teacher professional learning plans, and school professional learning plans. Leaders are exposed to models of professional learning design and evaluation that guide designing, writing, revising, and evaluating professional learning at the district and building levels.

 

 Teacher Evaluation and Supervision

This case situates participants as members of a building-level leadership team in a K-8 traditional public school in Manhattan’s District 3, spanning Central Harlem, Morningside Heights, and Upper West Side neighborhoods. In the simulation the team works to consider how to best support teacher development in ways that tangibly increase the rigor in each of the school’s classrooms.

Snapshot

Teacher Leadership & Teacher Diversity

This case highlights a new teacher leadership program in Charlotte, NC; the simulation asks a building-level leadership team to consider teacher leadership and teacher diversity issues together in order to address a chronic districtwide teacher shortage across the district affecting their school in dramatic ways.

Source: opportunityculture.org

Source: opportunityculture.org

Professional Learning Planning

This UELC case focusing on issues of professional development planning comes alive through a simulation set in the context of New York City Department of Education (NYC DOE). In the simulation teams will assume the responsibilities of the professional learning planning committee for the school, M810, a K-8 traditional public school in Harlem. Simulation teams will work to consider how to best design and assess their school’s professional learning planning work in ways that have a demonstratable positive impact on student outcomes.

pl-handbook-nycRelated Resources for Case 18 – Professional Learning Planning

Coaching New School Leaders

This case experience highlights the coaching challenges involved in supporting a new school building leader whose leadership role involves implementing a highly visible and very contentious school reform project in the district.

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Module 4

Leading & Financing Strategic School Improvement Initiatives

The UELC prepares leaders to lead strategic school improvement initiatives, employing collaborative leadership models, and developing essential skills of a strategic mindset. This module provides opportunities  for leaders to design, fund, and market a strategic school improvement initiative for their organization and school community. Leaders will learn and adapt strategic leadership tools to their current school and district contexts. The Leadership Practices Inventory (LPI) 360 assessment supports strategic leadership work.

Strategic Planning for Equity

This case focuses on strategic planning for an urban school district in crisis. Based on a case in Little Rock, AR leaders enter into a simulation where they advise the Superintendent on strategic planning within a highly charged community context and the a prospect of an indefinite School Board suspension and a potential redrawing of district lines if reforms prove ineffective.

Source: KUAR

Financing School Improvement

Set in New Orleans, this case provides leaders a context for craft and revise an organizational budget aligned to a high-stakes school improvement initiative. Leaders gain experience leading strategic school improvement initiatives while working in collaborative leadership teams. In the simulation, leaders to design, fund, and market a strategic school improvement initiative for their organization and school community.

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Featured Leadership Assessments

StrengthsFinder 2.0

Based on decades of research by psychologist and business executive, Dr. Donald O. Clifton, StrengthsFinder 2.0 encourages a strengths-based approach to teamwork. Using the StrengthsFinder 2.0 assessment and related coaching tools, teams are able to identify and intentionally use the unique talents and strengths of their individual team members. Individuals know and appreciate each other’s strengths. Together, they combine their strengths to achieve success.

 

Using the Strengths Based Leadership tools, StrengthsFinder 2.0 also maps directly onto a leadership context in that it identifies three keys to being a more effective leader:

 

  1. knowing your strengths and investing in others’ strengths,
  2. getting people with the right strengths on your team, and
  3. understanding and meeting the four basic needs of those who look to you for leadership (trust, compassion, stability, and hope).

The UELC uses StrengthsFinder 2.0 materials to enhance leaders’ experiences within the ELDEx simulated case study platform. Simulation teams first have a grounding experience working within the StrengthsFinder 2.0 framework to intentionally build an assets-based approach to collaborative decision-making; then they enter into the ELDEx platform and apply their learnings.

Intercultural Conflict Style Inventory

Based on the research of Mitchell Hammer, the ICS Inventory is an 18-item, self-scoring questionnaire that assesses an individual’s approach for solving problems and resolving conflicts. Seen as a tool for resolving conflicts across cultural boundaries, the UELC encourages leaders to reflect on their own decision-making, problem-solving, negotiating, and mediating skills within the context of ELDEx simulations grounded in multiple layers of conflict that often center on race, culture, language, and poverty.

 

Intercultural Development Inventory

IDI

The Intercultural Development Inventory (IDI) assesses intercultural competence—the ability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities. Intercultural competence is a critical ability for leaders in urban schools and urban school systems. The Intercultural Development Inventory is an online 50-item questionnaire that can be completed in 15–20 minutes.

The UELC posits that developing leaders’ intercultural knowledge, attitudes, skills, and worldview are critical for their success in multiethnic, multiracial, multilingual, and multicultural cities and urban school systems. UELC learning modules and leadership institutes provide opportunities for extended collaborative learning wherein leaders cultivate tools that will help them not only develop  intercultural competencies, but also give them the opportunities to adapt and use said tools to their current school and district contexts.

 

Leadership Practices Inventory

The Leadership Practices Inventory® (LPI®), is a 360-degree assessment tool created by Jim Kouzes and Barry Posner. Following an online assessment, leaders receive individualized feedback in five leadership practices:

 

  1. Modeling the Way
  2. Inspiring a Shared Vision
  3. Challenging the Process
  4. Enabling Others to Act
  5. Encouraging the Heart

 

Analysis of assessment feedback allows leaders to reflect on their effectiveness, cueing leaders specifically to investigate personal levels of commitment, engagement, and satisfaction of those in their organization.

 

The UELC hopes to leverage the LPI to help leaders gain deep insight into how they see themselves as leaders, how others view them, and what actions they can take to improve their effectiveness.

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