NPAF Gains Momentum and Attention
Last weekend more than 200 school leaders—including principals, principal fellows, superintendents, department chairs, and curriculum coordinators—traveled to New York City to participate in the National Principals Academy Fellowship (NPAF) March intersession.
While the attendees ran the gamut in terms of experience (0-15 years), school type (about 50% district and 50% charter), and geography (15 states plus the District of Columbia), all were united in their commitment to a singular purpose: to become excellent instructional leaders.
The National Principals Academy Fellowship, developed in partnership with Uncommon Schools, was created out of the best practices of principals with decades of experience leading exceptional schools. The NPAF curriculum and blended learning format equip principals with the skills to lead effective, joyful schools that foster high student achievement. In a large lecture hall overlooking the East River, and in small breakout rooms last weekend, principals analyzed film of their peers leading professional development sessions, dove into rigorous math and reading content, and meticulously revised and documented their own instructional plans.
The model, which emphasizes detailed observation, focused feedback, and iterative practice, has most recently received attention from Getting Smart, an education advocacy group. Getting Smart invited Relay to contribute a guest feature about NPAF as part of a Deeper Learning series on their website, a hub that covers education trends. The article, titled Instructional Leadership Through Focused Observation and Feedback describes how NPAF participants translate insights gained about their leadership practice into focused, actionable plans—with huge potential impact.
We invite you to read the Getting Smart article and to learn more about NPAF. Thanks to all who participated in the event!
