Aspiring Principals Program (National) Frequently Asked Questions

Purpose & History

  • What will the Aspiring Principals Program (APP) help my district achieve?

    Leadership Pipeline
    APP will enable your district to create an internal leadership pipeline of school leaders who are prepared to meet the increased expectations for principals in this highly accountable climate. Principals are expected to serve as instructional leaders who coach and nurture teachers while simultaneously holding them accountable for student performance; generate support for reforms that may be met with skepticism by teachers and parents; push data-driven analysis to drive student learning while also attending to the comprehensive social, emotional, academic, and safety needs of every child; and build a collaborative, trusting professional community among teachers while also determining which teachers might not be the right for the school. And as principals are being asked to take on an increasing complex role in their schools, they must also continue to have a laser focus on providing an equitable school experience for students.

    The APP curriculum therefore develops principals with considerable leadership capacity, communication skills, instructional expertise, cultural competency, political savvy and analytical sophistication, and who are ready to lead the most challenging schools effectively. APP is a perfect fit for current assistant principals and teacher leaders who have not traditionally been provided with effective leadership development opportunities aligned to the changing role of the principal.

    Network
    When you enroll candidates in APP, your district will begin to network with districts both within and outside of your state. These new colleagues can bring new ideas and opportunities to your system, and share educational practices and build coherence across districts. The aspiring principal participants and mentor principals will join their own virtual professional learning networks (PLN) and these virtual PLNs will continue to function as professional resources long after the aspiring principals program ends.

  • Why is NYCLA offering this multi-direct direct-service APP now?

    After delivering the APP for 13 years and having adapted components of the program in over 20 districts nationally, we know the APP model is extremely effective, yet it hasn’t been accessible to many districts. We needed a more cost-effective, accessible version that delivers the same impact to be able to scale our work and offer every district—large or small— the opportunity to prepare transformational leaders. With our new blended curriculum and virtual learning platform, which allow us to support far-flung and remote clients during the 10-month practicum, and the support of the National Association of Secondary School Principals and American Express, NYCLA is now proud to offer this innovative multi-district program for aspiring leaders. 

  • What does the APP entail?

    Program
    APP is a rigorous, standards-based, experiential program that develops school leaders who are committed to promoting equity of educational opportunities for all students. The program includes a summer intensive followed by a school-based practicum within the home district, supplemented by a blended curriculum of in-person and online learning experiences.

    NYCLA believes the best way to learn to be a school leader is to live it; therefore, the best learning experiences for aspiring principals are simulated and real leadership challenges. During the summer intensive, participants assume the principalship of a scenario school, making decisions and dealing with the consequences of those decisions. The year-long school-based practicum under the mentorship of a district principal then provides aspiring principals the opportunity to practice the work of the principal while back in district schools, becoming responsible for leading change during this year and receiving feedback on their work. Aspiring principals continue to learn from and network with their peers from the summer intensive through the blended coursework which involves school-based leadership work, virtual coursework and sessions, in-person sessions and school site visits. During the year, the participants continue to collaborate and build a network that will serve them after they have completed the program.

    The combination of the intensive summer simulation and the practicum experience enables participants to engage in the authentic work of school leadership and reflect on their experiences prior to assuming the role of principal. To ensure that participants emerge conversant in and knowledgeable about the structures, systems, and data they will use in their day-to-day work, both the summer intensive and the practicum curriculum are designed to address the needs and priorities of participating districts.

    NYCLA Facilitator Role
    Participants are supported by NYCLA facilitators who guide their learning and reflection throughout the summer intensive and blended practicum coursework, and who visit participants at their school sites during the practicum. Facilitators get to know each aspiring principal well and monitor his/her growth from the beginning to the end of the program; they continuously assess and revise curriculum to support the aspiring principals in their context.

    Participant Role
    Participants are expected to assume responsibility for their own growth, identifying and addressing their personal learning needs as they strive to meet standards and become principal-ready during the APP year. They are also expected to support the growth of their cohort members as they build this professional learning network.

    Mentor Role
    Mentors are the principals at practicum school sites. They provide critical support to aspiring principals and play a number of roles in their development. The mentor and facilitator communicate frequently and have the collaborative responsibility of assessing the aspiring principal’s progress, providing timely feedback, and ensuring he/she is provided with opportunities for developing the skills needed to be a successful principal.

  • Why partner with NYCLA?

    At NYCLA, we are experts in how adults learn: our staff is comprised of practitioners who draw upon their own leadership experience to help educators more effectively meet the day-to-day demands of school leadership. Based on the work of Vygotsky, NYCLA has developed essential beliefs about adult learning. We believe that adults learn in a multitude of ways: observation, reading, writing, talking and direct teaching; and we make a distinction between “thinking” something and “knowing” it. Learning is most deeply internalized when it is gained through experience and deepened by reflection. This reflection offers opportunities for tacit knowledge and the mental models that support them to be brought into awareness and thus to be made available for examination and (sometimes) change.

    The APP blended coursework is based upon data collected during our pilot blended learning projects conducted over the past two years as well as NYCLA’s Essential Beliefs about Online Learning (a companion piece to our “Essential Beliefs about Adult Learning”) which articulates NYCLA’s approach to adult learning in the online forum.

  • What impact has APP had?

    More than 500 principals have graduated NYCLA’s New York City-based APP to date who are achieving very promising results based on an independent evaluation by New York University. According to a 2010 study conducted by the Institute for Education and Social Policy (IESP) at NYU, schools led by APP graduates showed significant improvements in English Language Arts and Mathematics and substantial progress in closing the achievement gaps in ELA and math scores against comparable schools within just three years.

    IESP found that APP graduates in the study entered higher-need schools—they were more likely than their peers to be placed in elementary and middle schools with higher concentrations of African American and Latino students and students eligible for free and reduced lunch. Their schools also had significantly lower student achievement and attendance rates when they took over as principals, as well as lower proportions of experienced teachers than those of the schools led by comparison principals. IESP found that APP-led schools cut the ELA performance gap between their schools and comparison schools in half. In math, the performance gap was virtually eliminated in years three and beyond. In a prior study (2009), IESP found that APP graduates were also making headway with student subgroups. Their schools narrowed the achievement gap by moving 11.2% more students with Individualized Education Programs (IEPs), 11.4% more students classified as Limited English Proficient (LEP) and 8.4% more African American students toward graduation than comparison schools, as measured by the percent of students earning 10+ credits in 2006-07. Each of these findings is statistically significant.

    New York City APP has been evaluated by other outside entities as well as NYU:

    • The Mathematics Policy Research, Inc. (MPR) found that 89% of APP graduates reported that their NYCLA training experience was “very relevant to their work [as principal],” with the remaining 11% deeming the training “relevant.” 
    • The Education Development Corporation rated NYCLA’s program curriculum design a 4+ on their four-point scale based on the characteristics of effective principal preparation programs.

    Visit our Results page for more information.

  • How has NYCLA partnered with other districts to adapt the APP?

    The APP has been fully adapted in the states of Arizona, Rhode Island, Delaware, and Massachusetts, as well as in Cleveland, Ohio and Minneapolis, Minnesota. Components of the program have been adapted by over 20 additional clients nationally. Our work with other states and school districts focuses on developing context-specific solutions and building local capacity to develop and sustain effective school leadership development programs. We start by identifying what school leaders need to know and be able to do to succeed in their local contexts. Then we support the design and implementation of programs that enable educators to master that knowledge and hone those skills.

    Examples of our APP adaptation work:

    • Currently delivering a two-year direct service aspiring principal program, the Advancement for Christian Education (ACE) APP, in partnership with the Bainum Family Foundation. ACE is piloting a version of the blended practicum.
    • Collaborated with both Minneapolis Public Schools and Cleveland Metropolitan Schools to adapt our full APP model to help these districts strengthen leadership in high-needs schools.
    • Partnered with Delaware-based nonprofit Innovative Schools to develop the Delaware Leadership Program (DLP). DLP prepares aspiring principals to turn around high-needs schools and serves as an alternative route to leadership certification, a key component of Delaware’s RTTT goals. DLP’s first cohort assumed school leadership positions in fall 2012; the third cohort is currently in training.
    • Worked with Boston-based nonprofit Teachers21 and the Massachusetts Department of Education to develop and implement preparation and support programs for aspiring turnaround school leaders as part of Massachusetts’ RTTT initiatives.
    • Supported the Rhode Island Department of Education in the development and launch of a statewide Academy for Transformative Leadership. This RTTT initiative includes implementation of an aspiring principals program to recruit and prepare high-quality school leaders for the state’s identified schools.
    • Adapted NYCLA’s Aspiring Principals Program (APP) summer intensive curriculum for various clients, including: Dallas Independent School District, TX; the Sandhills Region of North Carolina as part of that state’s RTTT work; Queens University in Charlotte (NC); and Arizona State University, where the program focuses on developing leaders for underserved schools in rural or small urban areas and on Native American reservations. 

    To learn more about all of our national clients, see our Clients page.

Program Components

  • What does the coursework in the summer intensive include?

    The participants become the principals of a scenario school and what brings this simulated school experience to life is a series of actual tasks that real principals do regularly, which allow participants to practice being school leaders. 

    Summer Intensive topics include:

    • Vision, values and analysis of data
    • Culture and the social context of schooling
    • Standards, curriculum and assessment
    • Building capacity
    • Systems thinking, resource allocation and managing vision
  • Why a simulation school?

    Simulations have long been used in medical and administrative training programs and have proven to be an effective tool to foster the critical reasoning and effective collaboration necessary for tackling complex problems. Simulating the authentic work of the principal gives the participants experience leading a team to a product and working under tight deadlines, an opportunity to practice distributive leadership, and the skill of self-assessing and getting feedback on their practice.

    Simulated schools also offer the benefit of a controlled, low-risk environment that introduces participants to the types of challenges they will face as school leaders in real time—without immediate consequences for actual schools, teachers, or students. The simulation school highlights the interconnectedness of school issues. In living the job, participants experience how their mental models shape their perceptions and actions; how their actions play out in schools, including unanticipated consequences; how feedback loops operate; and how an understanding of system dynamics can help identify the most promising levers for change and points for intervention. Constant scrutiny, feedback, and time pressures are centerpieces of the experience, as participants learn to cope with unexpected challenges while working toward strict deadlines, all under the microscope of observation.

  • What is the summer intensive time-frame? Where will sessions take place?
    • The 2016 Summer Intensive will take place from July 5 – July 29.
    • The first week sessions will take place in-person Tuesday – Friday. The daily schedule is from 9 AM – 4 PM. 
    • The following weeks, sessions will take place in-person Monday – Thursday and virtually Friday. The daily schedule is from 9 AM – 4 PM. 
    • In-person essions will convene at NYC Leadership Academy, 45-18 Court Square, 3rd Floor, Long Island City, NY 11101.
  • Is a participant expected to attend all sessions?

    Participants are expected to attend session daily, and will also be expected to complete individual and team assignments, readings outside of the session day. 

  • If travelling to and from home districts is difficult each day, what accommodations/transportation/dining is available in the area?
    • There will be block room rates available at a hotel nearby NYCLA. 
    • NYCLA is located at 45-18 Court Square, Long Island City, 11101. For participants driving to NYC, there is limited street parking available nearby. There are a number of parking garages nearby, to view a map click here.
    • Participants can bring their own lunches and there will be a refrigerator and microwave available.
  • How is participant readiness assessed during the summer intensive?

    NYC Leadership Academy uses its own Leadership Performance Standards Matrix to gauge progress throughout the APP year. These standards outline the skills, knowledge, and competencies aspiring principals need to be effective school leaders. The matrix was informed by the National Policy Board for Educational Administration’s Professional Standards for Educational Leaders (formerly the Interstate School Leaders Licensure Consortium Standards for School Leaders) as well as the research of the Center for Performance Assessment.

    APP facilitators use these standards to ensure that the curriculum is on target, and as a framework to assess participant progress and, ultimately, readiness for the principalship. Throughout the summer, APP facilitators work closely with each of the participants, getting to know each one and coaching them individually. Facilitators constantly monitor their progress and evaluate their readiness for the role of principal. Participants are not graded. Instead, through the various assignments and activities, participants are expected to demonstrate competency on the leadership standards in order to successfully complete the summer intensive and advance to the school-based practicum.

    In addition to feedback and evaluations from program faculty, participant team members are expected to provide 360 feedback and coach each other throughout the summer intensive. Each participant will have an opportunity to lead her or his project team, and all team members receive performance and behavior-based feedback aligned to standards from peers and the facilitator in the role as team leader as well as team member.

  • What are the essential elements of the blended practicum curriculum?
    • School-based leadership work aligned to ongoing assignments 
      • During the practicum year, each participants is expected to have job-embedded experiences where they are provided with opportunities to:
        • lead an instructional team
        • observe and provide feedback to teachers in content areas that lie outside their areas of expertise
        • carry out school walkthroughs
        • participate on leadership teams
        • debrief regularly with the mentor principal.
    • Virtual coursework and sessions 
    • In-person sessions 
    • On-site coaching visits
    • Resource library
  • What topics are covered in the blended learning program?

    The spiraled units of the summer intensive curriculum plays out in the practicum and are aligned to the school year calendar as participants apply their learning to the realities in their school, and reflect on the intended and unintended consequences of their decisions. The practicum begins with a focus on identifying patterns and trends in student data and the school culture in order for participants to detect strengths and weaknesses that they can leverage in their work over the course of the year. Going forwards, participants learn to facilitate and lead collaborative instructional teams, communicate effectively with multiple stakeholders, manage resources, and build competence in systems thinking.

  • What is the school-based practicum timeframe?

    The blended practicum will take place from mid-August through mid-May. NYCLA facilitators will review calendars of participating districts and provide a detailed calendar in April 2016 that will include dates for the twice-monthly virtual sessions and five two-day in-person sessions during the practicum year. On-site coaching visits will be conducted quarterly and will be based on each school’s calendar.

  • What is the time commitment required during the school-based practicum?
    • Teacher leaders in classrooms must be released 6-8 hours per week from teaching responsibilities to engage in the leadership experiences described above.
    • Assistant principals that do not currently have observation and instructional leadership responsibilities must be released 6-8 hours per week from their current responsibilities to engage in the leadership experiences described above.
    • Outside of the school-based leadership experiences, participants must commit 4-6 hours per week of their own time to complete online coursework and readings, and to document their work on the job-embedded assignments.
    • In-person sessions are held every 6-8 weeks and take place over two consecutive school days at the NYC Leadership Academy.
  • How is participant readiness assessed during the program?

    NYC Leadership Academy uses its own Leadership Performance Standards Matrix to gauge progress throughout the APP year. These standards outline the skills, knowledge, and competencies aspiring principals need to be effective school leaders. The matrix was informed by the National Policy Board for Educational Administration’s Professional Standards for Educational Leaders (formerly the Interstate School Leaders Licensure Consortium Standards for School Leaders) as well as the research of the Center for Performance Assessment. APP facilitators use these standards to ensure that the curriculum is on target, and as a framework to assess participant progress and, ultimately, readiness for the principalship.

Program Components: Blended Practicum

  • What are the essential elements of the blended practicum curriculum?

    School-based leadership work aligned to ongoing assignments
    During the practicum year, each participants is expected to have job-embedded experiences where they are provided with opportunities to:
    lead an instructional team
    observe and provide feedback to teachers in content areas that lie outside their areas of expertise
    carry out school walkthroughs
    participate on leadership teams
    debrief regularly with the mentor principal.
    Virtual coursework and sessions
    Participants will complete five online modules on NYCLA’s virtual learning platform (VLP). In these modules, participants will experience a range of online activities, including:
    virtual cohort meetings in which participants can see each other on video, respond to each other in real time, and practice communicating and managing public image
    online discussions of thorny issues participants will navigate as leaders (using text or audio)--these asynchronous conversations will give participants a chance to think deeply and take the time to articulate ideas effectively
    "view and respond" activities in which participants will watch and discuss what is observed in short videos
    small group collaboration activities
    individual work assignments (at times shared with colleagues for feedback)
    reading relevant research and ideas participants can incorporate into work at practicum site
    In-person sessions
    Each online module culminates in an in-person session. The cohort will meet five times during the year for two days each. These sessions will take place at NYCLA and will occur during the week.
    School Site Visits
    Facilitators will visit each participant at his/her practicum site quarterly. These visits will generally take place over a half-day and the participant and facilitator will design an agenda aligned to participant’s work and mentor’s schedule.
    Resource Library
    Over the course of the practicum, the cohort will use an online bookmarking site to build a library of resources that can be accessed and continually developed long after the practicum year. Participants will share and organize resources on topics related to course assignments as well as areas of interest.

  • What topics are covered in the practicum?

    The spiraled units of the summer intensive curriculum plays out in the practicum and are aligned to the school year calendar as participants apply their learning to the realities in their school, and reflect on the intended and unintended consequences of their decisions. The practicum begins with a focus on identifying patterns and trends in student data and the school culture in order for participants to detect strengths and weaknesses that they can leverage in their work over the course of the year. Going forwards, participants learn to facilitate and lead collaborative instructional teams, communicate effectively with multiple stakeholders, manage resources, and build competence in systems thinking.

    The coursework is specifically designed to function as scaffolding relative to the school-based assignments, and involves work on leadership persona, cultural competency, data collection, theory of action and strategic planning, leading instructional teams, managing resources, and systems thinking.

  • What are the ongoing assignments included in the practicum?

    The assignments are centered on the school-based leadership work participants will engage in during the practicum. And the blended curriculum offers participants a chance to work and reflect on the assignments, research topics, and practice key concepts.
    Potential assignments include:

    • Practicum comprehensive project 
      • Participants experience leading the change process in a school. The parts of the assignment reflect the phases of inquiry at a whole-school level.
    • Teacher observations
      • Participants collect data about instructional practice and student learning at the school, support teachers in refining instructional practice, and build and refine observation practice.
    • School walkthroughs
      • Participants collect data about instructional practice and student learning while building and refining walkthrough practice.
    • Resource management projects
      • Participants learn how to make vision-aligned school resource and finance decisions and to reflect on consequences of decisions on all aspects of school life.
    • Reflective journals
      • Participants reflect on evolving leadership practice throughout the practicum.
  • What do school site visits entail?

    The participant’s role in the school can sometimes be hard to define at the beginning of the practicum, the facilitator helps the participant adjust to his/her role and engage in critical reflection.  Participants receive facilitative, standards-based coaching throughout the practicum to assist them in planning, executing, and evaluating school improvement efforts. With this support, participants work to build a high-functioning school team, develop sound instructional practice based on data-driven analysis, manage conflict and resistance, engage in difficult conversations, and manage their time.

  • What is the blended practicum timeframe?

    The blended practicum will take place from mid-August through mid-May. NYCLA facilitators will review calendars of participating districts and provide a detailed calendar in April 2016 that will include dates for the twice-monthly virtual sessions and five two-day in-person sessions during the practicum year. Practicum school site visits will be conducted quarterly and will be based on the each school’s calendar.

  • What is the time commitment required during the blended practicum?
    • Teacher leaders in classrooms must be released 6-8 hours per week from teaching responsibilities to engage in the leadership experiences described above.
    • Assistant principals that do not currently have observation and instructional leadership responsibilities must be released 6-8 hours per week from their current responsibilities to engage in the leadership experiences described above.
    • Outside of the school-based leadership experiences, participants must commit 4-6 hours per week of their own time to complete online coursework and readings, and to document their work on the job-embedded assignments.
      • Virtual sessions are included in the outside 4-6 hours of time required per week. These are generally an hour and a half in length. During the first month of the practicum, virtual sessions are held weekly as the participants transition into their practicum and work through how to integrate the new responsibilities expected during the practicum year. After the first month, virtual sessions are held twice per month.
    • In-person sessions are held every 6-8 weeks and take place over two consecutive school days at the NYC Leadership Academy.
  • How is participant readiness assessed during the practicum?

    NYC Leadership Academy uses its own Leadership Performance Standards Matrix to gauge progress throughout the APP year. These standards outline the skills, knowledge, and competencies aspiring principals need to be effective school leaders. The matrix was informed by the National Policy Board for Educational Administration’s Professional Standards for Educational Leaders (formerly the Interstate School Leaders Licensure Consortium Standards for School Leaders) as well as the research of the Center for Performance Assessment. APP facilitators use these standards to ensure that the curriculum is on target, and as a framework to assess participant progress and, ultimately, readiness for the principalship.

    Throughout the practicum, APP facilitators work closely with each of the participants and their school sites, coaching them to develop the skills required to address the needs of their schools. Facilitators are constantly monitoring participants’ progress online and during school site visits, and evaluating their readiness for the principalship. Participants are not graded. Instead, facilitators look to various school-based assignments and online activities for evidence of participant competency on the leadership standards. Participants who demonstrate that competency complete the school-based practicum successfully.

    Mentor principals are also expected to provide feedback and coaching to the participant(s) at their site. NYCLA views the practicum as a three-way partnership between mentor, facilitator and participant. Together they develop the practicum agreement, which outlines the participant’s responsibilities for the year. Mentors are asked to complete mid- and end-year assessments of participants, and these data are triangulated with NYCLA facilitator assessment and participant self-assessment data to determine NYCLA recommendations to the district.

Recruitment & Admissions

  • Who selects my district’s aspiring leaders?

    Districts are expected to take full responsibility for recruitment and selection of participants. 

  • What are the entry requirements expected of an aspiring leader in this program?
    • Participants must possess state administrative certification & teacher certification.
    • Participants must express a commitment to equity, social justice, and creating opportunities for all children, and be prepared to constantly strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.
  • What are the typical steps in the recruitment and selection process?
    • Develop an application process and advertise the program
      • This process often includes a written application, essay, and interviews
    • Assess applicants, make selection decisions and notify candidates
    • Determine 2016-17 practicum placements
    • Have candidates participate in a NYCLA virtual information session in March, April, or May
    • Have mentors participant in a NYCLA virtual information session in May
  • How many aspiring principals should a district typically recruit and select in a year for this program?

    Each district should select the number of participants that matches its leadership strategy and the leadership bench desired over time. The number of participants will often depend on district needs and the expected principal openings over time. 

  • What support in the recruitment and selection process will be provided to my district?
    • NYCLA will provide sample application/interview questions and can answer district’s technical questions on the recruitment and application process. 
    • While districts are not required to complete a formal selection process, NYCLA recommends developing a formal process to assess potential participants’ alignment with district priorities and the leadership standards.
    • NYCLA will offer online information sessions to incoming participants in March, April and May to share more information about the program details and answer questions.

Role of the Mentor Principal

  • Who serves as a mentor principal?

    Mentors are the principals at the practicum sites of participants. Districts are expected to take responsibility for selection of mentors.

    Districts decide if participants will remain in their current school for the practicum or will be placed in another district school. If the district decides to place a participant in another school, we encourage districts to assess the learning needs of the participant and the strengths of principals in the district, then place a participant with a mentor that will be able to push him/her in areas of need.

  • What is the role of a mentor?

    A mentor provides critical support for the aspiring principal and plays a number of roles in his/her development. The mentor and facilitator have the collaborative responsibility of assessing the aspiring principal’s progress and ensuring he/she receives opportunities for learning the needed skills to be a successful principal. During school site visits, the NYCLA facilitator and mentor observe, coach, assess, and provide critical feedback to support the leadership development of the aspiring principal.

    • Mentors build capacity in the aspiring principal by: 
      • allowing the aspiring principal to try various approaches when solving complex problems 
      • assigning meaningful school-based work 
      • allowing the aspiring principal to take risks and participate in high-stakes decision making
      • delegating authority to the aspiring principal 
    • Mentors facilitate the aspiring principal’s learning by: 
      • designing scaffolded learning experiences (observing, participating, collaborating, leading) consistent with the principles of adult learning 
      • creating learning experiences that assist the aspiring principal in developing skills needed to lead a school, particularly in areas of systems and strategic thinking as well as problem-solving
      • addressing the aspiring principal’s individual needs, the needs of the school and the requirements of the Academy/program 
      • setting goals and expectations 
      • being transparent about their decision making process and sharing mistakes
  • What NYCLA training and supports are provided to mentors?
    • Two trainings to understand the NYCLA approach to developing leaders and the role of the mentor 
    • Regular program communications from NYCLA and access to resources and readings used in the online course
    • Quarterly school site visits from a NYCLA facilitator 
    • Online discussion space for mentors to network within their cohort of mentors to share practices, discuss problems of practice arising and seek feedback
  • What supports should the district plan to provide mentors?
    • Release time for the two NYCLA training sessions
    • Regular communications with the district’s designated APP point person

NYCLA & District Partnership

  • What support does NYCLA provide the district office?

    The NYCLA account and engagement owner will be knowledgeable about the context and leadership pipeline goals of the district. The NYCLA engagement owner will have up-to-date knowledge of the project status and status of district participants; and will set up a communications plan with the designated district point person.

  • What administrative support is the district office expected to put in place for this program?

    Districts need to have a designated point person in the district office to be NYCLA’s contact on the ground. The district point person should communicate regularly with mentor principals, and ideally conduct a fall and spring school site visit to work with the mentor and aspiring principal. It would be ideal for the designated point person to have time allocated specifically for this program. There should also be time set aside for a district employee to hand the APP administrative district details (payroll, travel stipends, etc.)

  • What structures will the district need to ensure are in place at the practicum sites for program goals to be met?
    • Practicum agreement co-developed and signed by the mentor, participant, facilitator and designed district point person. The agreement will codify the structures that will be put in place for the participants to have the following job-embedded experiences: 
      • lead an instructional team
      • observe and provide feedback to teachers outside of their current content area
      • engage in school walkthroughs
      • sit on leadership teams
      • engage in leadership work and
      • reflective debriefs with the mentor principal.

Costs

Certification

Ongoing Support

  • What support is provided after the full-year program?
    • After the blended practicum, districts can contract with NYCLA to provide customized services including, but not limited to:
      • Individual or school team coaching
      • District leadership pipeline technical assistance 
      • Alumni online community of practice on Canvas
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