middle grades leadership academy
Who we are
Established with a mission to address the changing dynamics for Alabama middle grades’ education, the MGLA is a result of a vision created by a partnership among Dr. Yvette Richardson, Alabama State Board of Education Member, Dr. Tommy Bice, Alabama State Superintendent of Education, and Dr. Jeanie Box, Dean of the Samford University Orlean Bullard Beason School of Education.
What we do
MGLA equips leaders with the knowledge, skills, and strategies listed below.
To create and support schools that:
· Activate students’ interests and desire to learn;
· Motivate teachers and provide the necessary support to increase effectiveness;
· Involve parents and families; and
· Enact continuous improvement processes (SREB, 2011).
To build capacity of teachers to:
· Demonstrate a passion for their work;
· Learn continually, reflect on learning and practice, and identify and solve problems of practice;
· Develop relationships with students grounded in students’ interests and background knowledge;
· Demonstrate strong knowledge of content areas and a deep understanding of the development of middle grades students; and
· Collaborate with leadership teams to implement continuous improvement processes.
To ensure students:
· Demonstrate readiness to begin challenging high school courses by the end of the eighth grade (SREB, 2011);
· Utilize critical thinking, collaborate to solve problems, communicate, and reflect; and
· Demonstrate responsible social and civic behaviors.
How we do it
MGLA provides initial and ongoing leadership development for principals and school-based leadership teams, through face-to-face contact, on-line connections, networking opportunities, continuing feedback, and supporting resources responsive to the needs of schools.
School success starts with effective leadership
MGLA incorporates research-based leadership practices and supports school leaders through a three-year commitment in a cycle of work that deepens each year. Professional development and ongoing feedback targeted to each school’s specific needs support leaders in creating a sustainable framework for success. Mentors work closely with leadership teams to support the schools as they work to achieve their goals.
Outcomes
When fully implemented, the leadership processes, strategies, and practices will build leadership teams’ capacity to create a culture of learning and continuous improvement grounded in collegiality and collective expertise, to embed and sustain innovative leadership practices, and to design profound learning experiences that impact student performance.
Established with a mission to address the changing dynamics for Alabama middle grades’ education, the MGLA is a result of a vision created by a partnership among Dr. Yvette Richardson, Alabama State Board of Education Member, Dr. Tommy Bice, Alabama State Superintendent of Education, and Dr. Jeanie Box, Dean of the Samford University Orlean Bullard Beason School of Education.
What we do
MGLA equips leaders with the knowledge, skills, and strategies listed below.
To create and support schools that:
· Activate students’ interests and desire to learn;
· Motivate teachers and provide the necessary support to increase effectiveness;
· Involve parents and families; and
· Enact continuous improvement processes (SREB, 2011).
To build capacity of teachers to:
· Demonstrate a passion for their work;
· Learn continually, reflect on learning and practice, and identify and solve problems of practice;
· Develop relationships with students grounded in students’ interests and background knowledge;
· Demonstrate strong knowledge of content areas and a deep understanding of the development of middle grades students; and
· Collaborate with leadership teams to implement continuous improvement processes.
To ensure students:
· Demonstrate readiness to begin challenging high school courses by the end of the eighth grade (SREB, 2011);
· Utilize critical thinking, collaborate to solve problems, communicate, and reflect; and
· Demonstrate responsible social and civic behaviors.
How we do it
MGLA provides initial and ongoing leadership development for principals and school-based leadership teams, through face-to-face contact, on-line connections, networking opportunities, continuing feedback, and supporting resources responsive to the needs of schools.
School success starts with effective leadership
MGLA incorporates research-based leadership practices and supports school leaders through a three-year commitment in a cycle of work that deepens each year. Professional development and ongoing feedback targeted to each school’s specific needs support leaders in creating a sustainable framework for success. Mentors work closely with leadership teams to support the schools as they work to achieve their goals.
Outcomes
When fully implemented, the leadership processes, strategies, and practices will build leadership teams’ capacity to create a culture of learning and continuous improvement grounded in collegiality and collective expertise, to embed and sustain innovative leadership practices, and to design profound learning experiences that impact student performance.
