How Leadership Development at Every Level Fuels Gains

Determined to close achievement gaps, Inglewood Unified School District (Inglewood) partnered with New Leaders to launch a system-wide focus on the development of instructional leadership at every level. From the educational services team (composed of senior district leaders) to principals to school-based instructional leadership teams (ILTs), all leaders are immersed in how to implement instructional shifts, build a common language, use an equity lens, and deepen their own leadership practices.  

“We are not just talking about the work,” explains Dr. Bernadette Lucas, Chief Academic Officer. “Our principals and educational services team have a laser-like focus on how we are bringing equitable instructional and social practices to life in our schools.”

Located in southwestern Los Angeles County, Inglewood supports students from preschool through high school. The district’s mission is to nurture, educate, and graduate students who are self-responsible and self-disciplined, who think critically and creatively, master core subjects, and advocate for social justice. 

From the educational services team to principals to school-based instructional leadership teams, all leaders are immersed in how to implement instructional shifts, build a common language, use an equity lens, and deepen their own leadership practices.  

“The district has such passionate and committed educators who are deeply rooted in the community,” adds Ilesha Graham, Executive Director, Program Implementation at New Leaders. “They want their hard work to translate into stronger student achievement.”

To that end, our partnership is creating cohesion and alignment that is catalyzing system-wide change centered on equity, data analysis, and instruction. Here’s what instructional leadership looks like when leaders at every level are working in unison.

Knowing how to find trends across classrooms

‍“For principals, our focus is on the instructional core,” Graham explains, “being able to observe in classrooms and analyze what the teacher is doing, what the students are doing, and the rigor and alignment of the content.” During guided leadership walks, facilitated by New Leaders, principals do just that, making connections between their classroom observations and their PD sessions. Together, they use their collective observations to identify key learning trends and the necessary leadership actions they can take to amplify or reverse trends across a school—and not just one classroom at a time. 

“It’s been really eye-opening for principals. Visiting each other's schools is sharpening their instructional lens,” she adds. Take student talk, for example. According to Graham, at first glance, principals might see students talking and equate that with engagement and learning. But when they really  examine what students are dialoguing about—Is it on task? Is it standards-aligned? Is it factual or conceptually based?—they uncover a deeper understanding of what high quality instruction looks like in action. In turn, they are better equipped to provide meaningful and actionable feedback to coach their teachers toward better student outcomes. 

“To me, New Leaders defines coherence. The scope of our professional learning is so intentional, so strategic that it gives us a vision for where we are going.”

Dr. Bernadette Lucas, Chief Academic Officer, Inglewood USD

Strategically building alignment to advance priorities

‍Like many districts, the Inglewood educational services team includes principal supervisors as well as directors for areas such as early childhood education, English Language Learners, and special education. These district leaders often work in silos with their own teams. The goal for their leadership development is threefold: stay centered on the work in schools, provide opportunities for collaboration, and implement systems and structures that drive change at scale. “We’re building cohesion across the district,” Graham explains. “We don’t want principals gaining professional learning and skills without district leaders being invested in it too.”  

The challenge, though, is removing competing priorities and protecting time for district leaders to be in schools supporting the work. To do that effectively, Graham and her team coach them, along with every Inglewood principal, providing targeted feedback, tools and resources, and space for reflection and problem solving. “Oftentimes as administrators, our professional growth is an afterthought,” observes Dr. Lucas. “The focus is on the teachers and students, as it should be. But the rest of us need to be coached to ensure that our practice is in alignment with student growth. New Leaders coaching is unmatched.” 

“The district has such passionate and committed educators who are deeply rooted in the community. They want their hard work to translate into stronger student achievement.”

Ilesha Graham, Executive Director, Program Implementation, New Leaders

Strengthening teacher leadership to drive instructional shifts

As part of the professional development, ILTs from across Inglewood also gather together in regular community-of-practice sessions and unpack the secrets of high-performing teams. Specifically, ILT members explore how to analyze student work, plan collaboratively to address areas of opportunity or misconceptions, and ensure school-wide decisions strengthen the instructional core. “We look very specifically at how principals are developing their teams, creating systems and structures to observe and coach teachers, and cultivating a shared vision,” adds Graham. 

With leaders aligned in strategy and focus, developing teacher leaders is the next best way to drive collective action in schools. “One thing New Leaders does extremely well is facilitate our leadership development sessions in such a collegial way that allows everyone—teachers, principals, and educational services—to be vulnerable while they are learning,” reflects Dr. Lucas. “That is what facilitates growth. I cannot overstate the importance of that.” 

“To me, New Leaders defines coherence,” Dr. Lucas adds. “The scope of our professional learning is so intentional, so strategic that it gives us a vision for where we are going.” Graham concurs, adding “They are really becoming one team, one system.”