Fourteen (14) new awards were made in FY 2010.
|Organization:||Long Beach Unified School District|
|Program Title:||Principals Professional Learning Community|
|Program Contact:||Kristi A. Kahl|
|First Year Funding:||$642,549.00|
|Total Five Year Funding:||$3,119,601.00|
|Program Partner(s):||Rainwater Leadership Alliance; California State University, Long Beach; Fresno County Office of Education|
The Principals Professional Learning Community combines the work of three Long Beach Unified School District, CA initiatives (Aspiring Principals Program, the new Middle School PLC, and the Fresno-Long Beach Learning Partnership) into one cohesive project to select and train current and future school leaders, and to increase academic performance in 10 persistently lowest achieving elementary and middle schools.
The project goals include: 1) Create a system for identifying future administrators with the greatest potential to lead schools to increased student achievement; 2) Provide a cohesive, structured system of training and mentoring for aspiring administrators which results in a high percentage of participants placed as principals or assistant principals; 3) Provide a structured induction program for new principals that includes coaching support and results in high principal retention; and 4) Increase leadership capacity and improve instruction at the 10 persistently lowest performing schools, and schools led by program graduates. All participants are provided with data on their performance and growth over time using district standards and assessments, supplemented by the VAL-ED for principals, and student achievement data.
The Fresno-Long Beach Partnership focuses on Leadership Development, Math, and English-Language Learners. Principals and aspiring principals will have the opportunity to meet with their Fresno colleagues to establish a broader professional learning community. Future Partnership meetings, both face to face and using technology, will include extensive examination of common student achievement data, shared trainings and strategies, school visits, and time for resource development.
|Organization:||California State University Dominguez Hills (CSUDH)|
|Program Title:||Charter and Autonomous School Leadership Academy (CASLA)|
|Program Contact:||Dr. Ann Chlebicki|
|First Year Funding:||$1,347,605.00|
|Total Five Year Funding:||$9,172,800.00|
|Program Partner(s):||Los Angeles Unified School District (LAUSD)|
CSUDH and its partner, the high-need Los Angeles Unified School District (LAUSD), will create CASLA to recruit 90 aspiring and current principals and assistant principals to earn preliminary administrative credentials and/or master's degrees and become transformative leaders who improve teaching practice and student achievement in public charter schools and independently operated public schools. CASLA also will support 40 charter and autonomous principals as they earn their professional admin credentials. These 130 well-trained leaders will have potential to impact 65,000 students. LAUSD has 168 charter schools (58,000 students), the most of any district in the country, and roughly 70 autonomously governed schools (70,000 students). These schools enroll primarily low-income, minority children. The number of these schools will explode in the coming years as LAUSD awards control of 250 of its newly built or persistently lowest-performing schools to charters, nonprofits and teacher-led groups. Operating under alternative governance models and without much support from a central office, leaders of charter and autonomous schools require skills not developed by traditional admin credential programs. No training model addresses this growing need in L.A. CASLA will give these principals the skills to improve teaching and learning, strategically manage human and fiscal resources, and operate dynamically, flexibly and with self-determination in ambiguous territory- a training model with national impact. Innovative features of CASLA are redesigned curriculum and delivery methods that respond to the needs of charter and autonomous leaders; the CASLA Learning Community, offering large and small group trainings, in-person and virtual communities of peers, and ongoing action research; placement support; extensive induction coaching; retention coaching and support; and incentives to encourage ongoing participation. The project has strong support from local and national experts and charter organizations.
|Organization:||California League of Middle Schools|
|Program Title:||Schools to Watch Leadership Academy at Compton Unified School District|
|Program Contact:||Irvin Howard|
|First Year Funding:||$442,260.00|
|Total Five Year Funding:||$2,202,787.00|
|Program Partner(s):||Compton Unified School District|
Population to Be Served: The Schools to Watch Leadership Academy-Compton will serve principals and assistant principals at the eight middle schools and four high schools of Compton Unified School District, a high-need LEA. These 12 sites are among the state's persistently lowest-achieving schools. In 1993, Compton Unified School District became the first district in the nation to be placed in state receivership for academic and financial insolvency. Since then, the staff, students, parents and community in the urban district's 40 schools have worked hard to improve academic achievement and school culture for over 27,000 students; Compton exited receivership in 2003. Yet significant challenges remain at the middle and high school levels.
Goals: Through instruction, field studies, mentoring, networking and site-based practice, the Schools to Watch Leadership Academy-Compton will improve the management and instructional leadership capacity of 28 principals and assistant principals at 12 secondary schools. A standardized test of principal skills and the district's record for retaining principals and assistant principals in their positions for at least two years will measure these goals.
Expected Outcomes: By the end of year 2 of training, sites will meet the school-wide academic growth targets specified by the California Department of Education, and staff, student and parent surveys will demonstrate a 20% increase in confidence in school leadership.
|Organization:||School Board of Miami-Dade County|
|Program Title:||Lead Strong: Building Capacity through Residency|
|Program Contact:||Dr. Christine J. Master|
|First Year Funding:||$740,556.00|
|Total Five Year Funding:||$3,624,718.00|
|Program Partner(s):||Learning Points Associates; New Teacher Center; Instructional Rounds Plus|
The purpose of Project Lead Strong: Building Capacity through Residency is to leverage a combination of grant-funded and district resources to build leadership capacity throughout the district. The core, "mission-critical" target of Project Lead Strong is to build a "bench" of highly effective secondary principals who are prepared to turn around the most challenging, chronically low-performing senior high schools and to attract, empower, and lead high performing teachers; in order to improve student outcomes Project Lead Strong will provide a scaffolded system of support, including mentoring, coaching, professional development, and residency experiences for participants at different career stages, from teachers aspiring to become assistant principals to experienced, high-performing principals preparing to turn around highly challenging senior high schools.
Outcomes of Project Lead Strong are as follows:
- Prepare high-performing principals to work in and effect positive change in low performing schools and improve student outcomes
- Build capacity for school leadership at multiple administrative levels in the district
- Provide school-site administrators with the skills, support, and mentoring to enable them to succeed at a more challenging level or setting
- Provide potential school-site administrators with incentives to assume a position at a more challenging level or setting
|Organization:||East St. Louis Public School District 189|
|Program Title:||Leadership Innovation for Today (LIFT)|
|Program Contact:||Princess Hayes|
|First Year Funding:||$446,550.00|
|Total Five Year Funding:||$2,239,486.00|
|Program Partner(s):||JP Associates; Academic Development Institute|
East Saint Louis Public School District 189, located in East St. Louis, Illinois, proposes a comprehensive research-based approach to improve the school leadership within all schools in the district. The proposed project, entitled Leadership Innovation for Today ("LIFT"), will provide assessment and targeted professional development to in-service district principals and assistant principals at all grade levels. It will also identify and serve candidates who have potential to become effective school leaders and are in the process of obtaining principal certification. The LIFT project elements include recruitment; prescreening; qualification and needs assessment; development of Individualized Professional Development Plans; professional development delivered through Leadership Academies, one-to-one coaching, and mentoring; ongoing peer support; evaluation; and financial incentives. The goals and outcomes are: (1) Goal 1: A scientifically-based assessment is used to identify and hire qualified principals/assistant principals within the district. Outcome: Candidate principals who score sufficiently high on an assessment of principal qualities obtain their certification. (2) Goal 2: District principals become effective leaders of their schools, resulting in increased student achievement. Outcome: Principals participating in LIFT show an increase in pre/post assessment scores, and there is a measureable improvement in student academic performance in schools led by participating principals. (3) Goal 3: Principal/assistant principal turnover in district is reduced.
Outcomes: There is an increase in principals/assistant principals who remain in their positions for at least two years.
|Organization:||Western Michigan University|
|Program Title:||Learning-Centered Leadership Development Program|
|Program Contact:||Van Cooley|
|First Year Funding:||$688,732.00|
|Total Five Year Funding:||$3,527,438.00|
|Program Partner(s):||Albion Public Schools; Benton Harbor Area Schools; Bloomingdale Public School District; Cassopolis Public School; Covert Public Schools ; Kelloggsville Public Schools; Lansing Public Schools; Muskegon Heights School District; Niles Community School District; Saginaw City School District; Three Rivers Community Schools|
Western Michigan University (WMU) and 12 eligible, high-need school districts in Michigan propose to conduct the Learning-Centered Leadership Development for 50 practicing and 50 aspiring principals, with each pair of practicing and aspiring principals recruited from the same school to facilitate the project activities. The proposed project improves participants' leadership and, ultimately, student achievement. Needs assessment of the districts and schools indicate an urgent need for improving aspiring and practicing principals' leadership.
The proposed Learning-Centered Leadership Development Program is research-based, job-embedded, and results-oriented. Based on empirical research on the relationship between principal leadership and student achievement, such as the balanced leadership by Waters, Marzano, and McNulty (2003) and more than 20 other high-quality empirical studies, the proposed project focuses on the following seven dimensions of principals' work that are empirically associated with higher student achievement: (a) inspirational agency for school renewal, (b) orderly school operation, (c) high, cohesive, and culturally relevant expectations for students, (d) coherent curricular programs, (e) distributive and empowering leadership, (f) real-time and embedded instructional assessment, and (g) data-informed decision-making. The seven modules, based on each of the seven dimensions, will constitute an intensive 30-month program. For each module, participants will attend two and a half days of face-to-face learning activities, receive two days of mentoring, work with the school's stakeholders and the mentor to plan and implement at least one renewal activity for each module, and engage in learning community activities. The activities are job-embedded and take into account theories of adult learning. Therefore, the proposed program focuses on those important leadership dimensions that are empirically associated with higher student achievement. With the sufficient level of quality, intensity and duration, the proposed project will have a significant impact on principals, teachers, schools, and student achievements. The proposed project will conduct both traditional evaluation activities and an experimental design. For traditional evaluation activities, we will evaluate each module, each participant's Leadership Portfolio and each mentor's log, as well as other evidence. For the experimental design, we will randomly assign 50 pairs of practicing and aspiring principals (each pair from the same school) into two cohorts. The first cohort will receive the treatment during the first 30 months, and we will use the strategy of delaying treatment for the second cohort to create the experimental and control groups. The impact of the project will be evaluated by analyzing data collected using four well-established instruments as well as student achievement data.
The proposed project will validate a curriculum to improve principal leadership to enhance student achievement. It will not only benefit the participating districts, but also provide a validated curriculum for Michigan Department of Education, Michigan Association of Secondary School Principals, and Michigan Elementary and Middle School Principals Association for state-wide training. Please refer to Appendix 3 for letters of support and commitment. The lead applicant, Western Michigan University, is one of the 76 public universities "with high research activity. It is one of the top ten producers of both teachers and school administrators in the country. The participating school districts meet the eligibility by having a census poverty rate of 20% or more and a high percentage of teachers on emergency, provisional, and temporary certification and licensing. The proposed project also addresses the three invitational priorities.
|Organization:||Saint Paul Public Schools|
|Program Title:||Turnaround Saint Paul|
|Program Contact:||Kate Wilcox-Harris|
|First Year Funding:||$638,305.00|
|Total Five Year Funding:||$3,004,960.00|
|Program Partner(s):||Macalester College|
The Saint Paul Public Schools (SPPS) and three St. Paul charter public schools, plus nationally recognized public/private sector partners, will implement Turnaround Saint Paul, an innovative, replicable public/charter public school leadership turnaround model to serve 2,300 students in one of the five identified "persistently lowest achieving" schools in the of City St. Paul (Humboldt, Maxfield and High School for Recording Arts, New Spirit, Urban Academy). Based on St. Paul's history of innovation and excellence in the charter and public school arena, Turnaround Saint Paul has assembled an extraordinary team of nationally-recognized educational leadership professionals from the University of Minnesota (Design Team), including Dr. Karen Seashore Louis, Dr. Jennifer York-Barr, and Dr. William Sommers and Joe Nathan of the Center for School Change at Macalester college to create an integrated system of supports and continuous improvement efforts that will 1) increase leadership capacity, 2) remove bureaucratic barriers, and 3) implement continuous improvement cycles. The project builds upon nationally recognized research at the University of Minnesota and previous successful turnaround efforts of the Center for School Change in Cincinnati ; extensive turnaround literature; district and charter public school leadership development initiatives; and innovative, replicable partnerships with business partners, the Target Corporation, the Travelers Corporation, and the Minnesota Business Partnership. The project has set specific, aggressive benchmarks for student achievement in the initial five participating schools: 1) Increase student achievement by 40% (cumulative) over the life of the grant (25% by Yr. 2); 2) Decrease student drop out rates by 50% over the life of the grant (75% of cumulative by Yr. 2); 3) Increase high school graduation rates by 50% over the life of the grant (75% of cumulative by Yr. 2).
The design focuses on a few key activities that will achieve early and significant results. Project strategies and activities are designed to break through the organizational norms and barriers that inhibit success. Furthermore, the activities will be implemented in fast cycles that are results driven and that enable immediate analysis and problem solving. They will provide principals the leadership tools they need so that they are ready to act in response to the political and managerial challenges. They ensure instructors have clear expectations, support, and coaching so that they are ready to teach, and they ensure that students are a part of the process and that they are ready to learn.
The academic Project Design Team, described in the Conceptual Framework, will also build capacity to offer support and coaching on these strategies for other schools and districts as well. It is the combined strengths of a cohesive team that includes practitioners, professional development experts, and scholars with a strong interest in policy-relevant usable knowledge that will ensure that the results of this initiative are well documented, evaluated using strong designs, and are ready for dissemination during the last few years of the project and beyond.
|Organization:||North Mississippi Education Consortium|
|Program Title:||Mississippi Leadership Excellence for Acceleration in Developing Schools Program (MS LEADS)|
|Program Contact:||Susan Rucker|
|First Year Funding:||$874,436.00|
|Total Five Year Funding:||$3,467,640.00|
|Program Partner(s):||University of Mississippi; Learning Points Associates; National Institute for School Leadership; Copiah County; Covington County; East Tallahatchie County; Hattiesburg; Hazelhurst City; Indianola; Marshall County; and Sunflower County School Districts|
The Mississippi Leadership Excellence for Acceleration in Developing Schools Program (MS LEADS) is a partnership of the North Mississippi Education Consortium (NMEC), the University of Mississippi Institute on Education and Workforce Development (UM), Learning Point Associates (LPA), the National Institute for School Leadership (NISL), and eight high-need Mississippi school districts that educate 21,000 students, many of whom live in poverty and many of whom live in rural areas.
Our proposed project design is to take a research-based leadership development program with a proven track record, enhance it by adding an integrated coaching component, and then implement it on a district-wide basis across all eight districts, having all principals, assistant principals, and other senior district leaders attend the intensive training. These new professional learning communities will form the core of district-wide improvement efforts, facilitate changes in district policies and practices, and pave the way for widespread implementation of best practices. Finally, our proposed design will enhance a well-regarded alternate-route certification program by adding the same research-based, proven leadership development program to it, and using it to train and certify 10 new principals, adding 10 new well-qualified leaders for these eight school districts.
The goal is to improve student achievement, particularly in the 10 schools designated as lowest-performing schools, by enhancing the knowledge and skills of school leaders.
|Organization:||Albuquerque Public Schools|
|Program Title:||Alliance for Leading and Learning (ALL)|
|Program Contact:||Debbie Hamilton|
|First Year Funding:||$619,234|
|Total Five Year Funding:||$3,703,848.00|
|Program Partner(s):||University of New Mexico (UNM); New Mexico Leadership Institute|
The intent of this project is to establish a cohesive, comprehensive, and rigorous program that will support school principals, with special emphasis on those serving in high need schools. The program will support principals across their careers, from aspiring to beginning to experienced principals. Partners with the Albuquerque Public Schools in this program will be the University of New Mexico and the New Mexico Leadership Institute. The University will provide an approved preparation and licensure program for aspiring principals as well as longitudinal research tracing the program's impact on student achievement. The Leadership Institute will collaborate in the creation of professional development models for new and experienced principals and disseminate program strategies and best practices to other districts in the state.
Activities and services provided through the project will include tuition and a sabbatical for aspiring principals to complete a residency program in a high need school. Peer Mentors and on-site coaching for new principals will reinforce the professional development program designed specifically to support them in new positions. Experienced principals will have opportunities to serve as mentors, to participate in Professional Learning Communities, and to receive support for the NBPTS certification process. All activities in this project will focus on what principals must know and do to improve the learning of students.
The outcomes of this project will be the redesign of the University preparation program for aspiring principals and the identification of potential leaders it will prepare. The district will have created a large pool of highly qualified principals to serve in high need schools, and the most effective practices for leadership development will be disseminated across the state. Finally, the most significant outcome will be improved student learning and a narrowing of achievement gaps as school principals serve as the catalyst for change.
|Organization:||New Leaders for New Schools|
|Program Title:||The New Leaders New York City Principal Support Program|
|Program Contact:||Shane Mulhern|
|First Year Funding:||$616,474.00|
|Total Five Year Funding:||$3,410,650.00|
|Program Partner(s):||New York City Department of Education|
New Leaders for New Schools (NLNS) proposes a project that will assist the NYC DOE by providing a comprehensive support and professional development model designed to develop principals with the depth of skills, knowledge, and experience to drive breakthrough achievement gains. NLNS NYC serves a particularly high-need student population: 72% receive free/reduced lunch and 97% are African American or Hispanic. Project goals and expected outcomes include:
Goal 1: Student Achievement: 100% of NLNS principals formally commit to reaching 100% student proficiency rates in schools they lead; by the end of the grant period, 60-65% of schools led by NLNS principals for 2+ years will achieve 20+ point gains in combined Math and ELA. Increase percentage of 2+ New Leaders-led high schools either with graduation rate gains of 6 percentage points or that are increasing annually once the school reaches 80% graduation.
Goal 2: College and Career Readiness: Annual 5% increase in proportion of students moving into Level 4 (Advanced) in both ELA and Math in New Leader-led K-8 schools; annual increase in the rate of students receiving Advanced Regents diplomas in high school.
Goal 3: Principal Support and Retention: Provide intensive coaching to 18-22 principals per year over the five-year grant; retain 75% of principals in NYC for 3+ years.
Goal 4: Organizational Learning: By year 5, grow participation in both Leadership Consultancy Groups and Intervisitation Groups to 60% of the NYC NLNS community; achieve 80% participation in community summits; 90% of participating principals will report the program has improved their ability to be an effective leader; analyze school practices and principal actions in schools making dramatic achievement gains and use that analysis to improve the program model, share best practices between NYC DOE and NLNS leadership, and inform school leadership and reform efforts in NYC district-wide.
|Program Title:||Allentown Principal Leadership Initiative (APLI)|
|Program Contact:||Dr. George White|
|First Year Funding:||$476,944.00|
|Total Five Year Funding:||$3,000,500.00|
|Program Partner(s):||Center for Developing Urban Educational Leaders, Lehigh University; Allentown School District; National Association of Secondary School Principals; Institute for Schools and Society, Temple University; Dexter F. Baker Institute for Entrepreneurship, Creativity and Innovation, Lehigh University.|
The Allentown Principal Leadership Initiative (APLI) unites multiple institutions to increase student achievement in the Allentown School District by developing 14 aspiring and 50 practicing school leaders to serve as instructional leaders with strong transformational and entrepreneurial leadership skills. Some distinctive features of the program include: 1) A systems change model to guide the program design for building leadership competencies around successful turnaround strategies in order to ensure children's readiness to learn, teachers' readiness to teach, and leaders' readiness to act; 2) A true partnership that enhances the capacity of the Allentown School District to support sustainable growth in its areas of greatest need; 3) A professional development program for all principals and assistant principals in the District that addresses the need for change through leadership; 4) An innovative cohort structure facilitating team learning; 5) A collaboratively designed, context-driven, and problem-based curriculum; 6) A full-time, yearlong, rigorous internship for 14 aspiring leaders augmented by ongoing mentoring from both veteran educational leaders and high-performing corporate executives; and 7) Mentoring and support to aspiring leaders through their first year as an assistant principal or principal. An external organization will evaluate the project using multiple sources of data, analytical techniques, and including pre- and post-assessments of leadership competencies using instruments with high validity and reliability.
|Program Title:||Hampton University Leadership Academy (HULA)|
|Program Contact:||Dr. Michael L McIntosh|
|First Year Funding:||$322,489.00|
|Total Five Year Funding:||$2,698,225.00|
|Program Partner(s):||Southern Regional Education Board; Norfolk Public Schools; Portsmouth City Public Schools; Franklin City Public Schools; Danville City Public Schools; Roanoke City Public Schools|
The Project represents a multifaceted approach to improving student achievement by improving the level and effectiveness of educational leadership. It has taken into account the need for school districts to address the proficiency of educational leaders at various stages of their professional careers. Aspiring administrators, new administrators and experienced educational leaders must all be included in a collaborative effort to improve student achievement in conjunction with its University partners. It includes the implementation of the Aspiring Principal Program (APP), Principal Induction Program (PIP), Leadership Mentoring Program (LEP) and Leadership Education and Development Program (LEAD) to meet the needs of these high-need districts.
These programs will "build capacity" in these high-need programs to develop effective educational leadership that will lead to a significant positive impact on student achievement.
To meet this primary goal the project includes the following activities:
- Providing financial incentives to aspiring new principals;
- Providing stipends to principals who mentor new principals;
- Carry out professional development programs in instructional leadership and management
- Providing Incentives for teachers and other individuals who want to become principals and that are effective in retaining new principals.
Hampton University has created a Leadership Academy with the following goals:
- To significantly increase the percentage of participants who become certified principals including assistant principals who are then placed and retained in high-need LEAs
- To significantly increase the number and percentage of school administrators (principals and assistant principals) who participate in professional development activities that lead to improvement of student achievement in high-need schools
- To significantly increase the number and percentage of school administrators who improve their skills (as measured on standardized measurements) as principals and are retained in high-need schools for more than two year
- To regularly and systematically collect student achievement data to use as a measure to assess the effectiveness of the project, participants, and activities to insure continuous improvement
|Organization:||Memphis City Schools (MCS)|
|Program Title:||MCS School Leadership Initiative|
|Program Contact:||Tommie McCarter|
|First Year Funding:||$592,056.00|
|Total Five Year Funding:||$3,052,692.00|
|Program Partner(s):||New Leaders for New Schools|
Of the 209 public schools in Memphis, over 42% are failing to make Adequate Yearly Progress (AYP). The Memphis City Schools (MCS) School Leadership Initiative represents a coordinated effort by the district and its strategic partners, including New Leaders for New Schools Memphis, to address ambitious student achievement targets by developing policies, supports, and contexts that foster and reward effective school leadership. This initiative will leverage and extend the district's recent investments in teacher quality by recruiting, developing, and supporting principals and assistant principals who demonstrate the capacity to effectively promote achievement in high-needs schools.
The MCS School Leadership Initiative consists of four strategic goals. First, the district will develop and adopt a set of evidence-based standards and competencies to define effective school leadership, as well as a principal evaluation system aligned with those competencies. Second, the district will continue to utilize two complementary pathways, the Urban Education Center Executive Leadership Program and the New Leaders for New Schools (NLNS) Aspiring Leaders Program, to identify, recruit, and prepare promising educators for school leadership, ensuring that at least 40% of these newly developed principals are placed in high-priority or target schools within MCS. Third, the initiative will use case studies of highly effective schools in and beyond Memphis, available through the NLNS Effective Practice Incentives Community (EPIC) Knowledge System, to create a professional development curriculum designed to train principals to conduct effective teacher observations and evaluations. Finally, led by a newly formed School Leadership Working Group, the district will develop and adopt a strategic and funding plan to reform principal compensation by linking base pay and incentives to student achievement as measured by the Tennessee Value-Added Assessment System (TVAAS).
|Program Title:||Network of Leaders for Equity, Achievement, and Development (NetLEAD)|
|Program Contact:||Mark Mitchell|
|First Year Funding:||$749,972.00|
|Total Five Year Funding:||$3,749,843.00|
|Program Partner(s):||Cherokee County School District; Chester County School District; Dillon School Districts 1-2-3; Fairfield County School District; Marion School Districts 1-2-7; Marlboro County School District; and Union County School District|
In South Carolina, 53% of children are from low-income families, and in half of SC schools, more than 70% of students live in poverty. Kids Count 2010 reports a 54% increase in children from migrant families in SC and school data continue to reflect 20-30% gaps between the achievement of white students and that of minority and poor students. High-poverty, high-need schools are less likely to have a shared vision, commitment to problem-solving, effective leadership, or ongoing professional development. This inferior work environment leads, in turn, to higher rates of teacher and principal attrition which compounds the inadequate working conditions in high-poverty schools, reducing their ability to recruit and retain effective teachers and leaders. Winthrop University has partnered with eleven rural, high-need LEAs with a shared vision of improving student academic achievement in grades P-12 and developing effective teachers who can actualize that vision within their schools. NetLEAD will create and sustain a cadre of school leaders in the 84 schools of the Chester, Cherokee, Dillon1-2-3, Fairfield, Marion 1-2-7, Marlboro, and Union School Districts who embrace educational equity, maintain focus on student achievement, and engage in continuing growth as school leaders through collaborative, work-embedded, and research-informed professional development. Our goals are to: improve student academic achievement; improve teaching effectiveness; strengthen the preparation of aspiring school principals and assistant principals; and improve the skills of current school leaders. Expected outcomes include: certifying, hiring and retaining 70% of new school leaders in our high-need schools; improving student achievement by 8%; improving teacher effectiveness by 20%; and improving leadership skills of participating leaders by 12%. With funding, we will address our school leadership needs and improve student achievement in South Carolina's rural, high-poverty, and high-need schools.