Overview:  Assume that you (a school leader) have two years to increase student achievement in your school/district and close the achievement gap of your sub-group populations. How would you meet this challenge? The Leading for Results Academy aims to help participants increase their knowledge and skills in order to provide the necessary leadership to increase the achievement of all students. Particular emphasis is placed on closing the achievement gap between higher and lower performing students such as those with disabilities or those who are at risk. Participants assess the current status of their school’s performance and their own leadership abilities, they identify targets and set performance goals, and they design school and individual actions plans.
 
Format:  Five days, two two-day sessions with a one-day follow-up session over the course of several months.

Module 1- The Staring Point: What is the current reality (brutal facts) regarding student achievement and my leadership effectiveness?

Major Outcomes:  Each participant prepares a plan to complete the Analysis of School (AOS) process.

Major Components:
• Data, Standards, and Learning Concepts:  Participants learn: 1) what it takes to move from good to great, 2) how to integrate educational systems, 3) and the difference between outcome data and process data. Areas to be examined include current outcome data, current practices, current procedures, and the school’s culture.
• Analysis of School (AOS):  Participants learn to use tools and processes designed to increase student achievement for all learners and close the achievement gap between higher and lower performing students, such as those with disabilities or who are at risk. 

Module 2 - The Destination: Where does the school need to be? Where do I need to be? What is the level of student achievement and leadership effectiveness I expect in 24 months?

Major Outcomes:  Each participant develops school and individual goals; learns how to identify, set, and accomplish priorities; and learns how to develop a cohesive team.

Major Components:
• Analysis of School (AOS) Instrument:  Participants bring a working draft of their AOS. Interpreting the outcome and process data from the AOS is a prerequisite to the Goal Achievement Process.
• What Matters Most (Big Rocks):  Participants learn a process for identifying priorities.
• “Coyote” Theory and Attribution Theory:  Participants learn to lead and survive the change processes necessary to drive achievement to higher levels for all students.
• Levels and Transitions:  Team Building for Transformation: Participants learn how to build, develop and support effective teams and how to measure a team’s progress.
• Goal Achievement Process (GAP):  Participants use the “Six Points of Light” instrument and goal achievement planning guide to set both school and individual goals.

Module 3 - The Roadmap and the Journey: What are the pathways and specific strategies the school and I need to follow to get to where the school and I need to be?

Major Outcomes:  Each participant prepares a two-year School Action Plan that serves as the road map to take the school from where it is to where it needs to be. Each participant also prepares an Individual

Development Plan, which includes a prioritized list of the new or refreshed learning experiences s/he will need for an enhanced knowledge and skill base.

Major Components:
• School Action Plan:  Participants build on their efforts in Modules 1 and 2 to develop their two-year School Action Plan. To accomplish this, participants use diagnosis and prescription based on the Analysis of School (AOS) instrument and the drafts of all prior documents prepared during Modules 1 and 2.
• Essential Knowledge and Skill Base:  Participants learn the critical attributes of selected advanced learning experiences in order to better assess gaps in essential knowledge and skills at the school or individual level.
• Individual Development Plan:  Participants build on their efforts in Modules 1 and 2 to develop their two-year Individual Development Plan. To accomplish this, participants use diagnosis and prescription based on the Analysis of School (AOS) instrument, the drafts of all prior documents prepared during Modules 1 and 2, and an examination of new or refreshed learning experiences s/he will need for an enhanced knowledge and skill base.
• Support System:  Participants learn how to access a support network and the support resources.
• Prognosis for Success:  Participants use a nine-factor profile to establish a prognosis for success of their actions plans.