Explore the principal’s role as leader of learning for both adults and students in their schools.
- Learn how principals create the conditions for effective professional learning that results in improved educator practice and student results; and
- Unpack the techniques principals use to align college- and career-ready student standards, curriculum, instructional materials, and professional learning.
All participants receive The Learning Principal (Release coming soon).
Frederick Brown is the chief learning officer/deputy for Learning Forward. Prior to joining Learning Forward, Brown served as a senior program officer for the Wallace Foundation where he guided the work of several major grantees. Previously, Brown was director of the Leadership Academy and Urban Network for Chicago (LAUNCH), an organization whose mission was to identify, train, and support principals for the Chicago Public Schools. Brown has been an elementary school teacher and principal as well as a middle school assistant principal.
Kay Psencik is a senior consultant for Learning Forward and served in Texas public schools for more than 30 years. She supports school districts and other educational organizations across the nation in efforts to transform their organizations by facilitating and coaching principals to lead high-performing schools. Kay has supported teaching teams in developing professional learning communities that design common curriculum and instructional practices. She has coached principals in Fort Wayne (Ind.) Community Schools to embed professional learning into the daily lives of all staff and to raise student performance.
Kerensa Wing, principal at Collins Hill High School in Suwanee, GA, is the National Association of Secondary School Principals 2020 National Principal of the Year. Wing views her job of hiring, retaining, and training the best teachers as the most efficient path toward equity for students. She implemented a professional learning community structure among her team, incorporating scheduling changes to accommodate common planning and collaboration time using research-based practices for students. As a result, student performance on state assessments rose between 3 percent and 13 percent in proficient and distinguished levels on all tests.