Supporting Conditions and Infrastructure

Learn more about the supporting conditions and infrastructure for Relay's Leadership Programs.

Relay instructor speaking to students

Relay’s Leadership Programs are designed to enhance leadership practice, and a central focus of our training model is to improve participants’ ability to effectively coach other educators. To ensure successful outcomes, we strongly recommend that partners have the following assets in place.  

Resources and Organizational Flexibility

We look for organizations that have, or shortly will have, systems that support that core instructional levers that we explore in our programs. Such core instructional levers include observation and feedback of teachers; data informed instruction; student culture systems and routines; leading adult professional development; building a strong staff culture. Specifically, Relay requires:

  • For the National Principal Academy Fellowship: 
  • ~ All participants must use an electronic observation and feedback tracker that enables leaders to track observations, identify action steps, and see trends across multiple observations. 
  • ~ In the grades for which the leader will be responsible, common, standards-aligned interim assessments that occur at least three times per year, in place by the summer intensive.
  • For all programs: The partner’s systems and organized labor contracts to allow for frequent, informal observations of teachers and coaching debrief meetings

Partner Leadership Commitment

We look for organizations that demonstrate commitment at the district and principal manager level to do this work now:

  • The district or organization ensures that video can be used when participant’ coach other educators  (including, but not limited to: video-recording classroom instruction, individual feedback conversations with teachers and principals, data meetings with teachers, and professional development sessions)
  • Whether enrolled in the Principal Supervisor program or not, all managers of enrolled Fellows or ILPD participants will hold participants accountable for meeting their commitments to Relay, including attendance at sessions and timely and successful submission of assessments
  • For those enrolled in the Inclusive School Leadership Institute, principals or other managers will hold participants accountable for meeting their commitments to Relay including session attendance, timely and successful completion of assessments, participation in individual coaching sessions, and participation in school walkthroughs. Principals or other school leaders also agree to participate in the three designated online courses in the fall and spring.

Leadership Selection 

We look for organizations that select leaders for the program to whom they are committed for the long term. These leaders demonstrate the following mindsets:

  • Continuously Improving Effectiveness: Has demonstrated openness to feedback with willingness to practice and incorporate feedback to continuously improve.
  • Belief and Personal Responsibility: Sees it as their personal responsibility as a principal to ensure that ALL of their students succeed. Takes ownership of mistakes and does not make excuses.
  • Work Ethic and Relentless Drive: Has a strong work ethic and is willing to do what it takes to build a strong school. In particular, is willing to commit the extra time for this program. 
  • All participants must commit to the policies as denoted by the table below:

Policy

NPAF

NPSA

ILPD

ISLI

Active participation in the program, including rigorous practice of program content during sessions and application of their learning at school

X

X

X

X

Attendance at 100% of program sessions

X

X

X

X

Completion and timely submission of pre-work and assessments that require a significant amount of time and effort throughout the school year; these include the submission of video, tools, systems and artifacts that demonstrate implementation of core program principles

X

X

X

Implementation of the following practices in their school

  • Observation and Feedback of Teachers
  • Data-Informed Instruction
  • Student Culture Systems and Routines
  • Leading Adult Professional Development
  • Building a Strong Staff Culture

X

X

X

Directly managing and coaching teachers or school leaders on instructional and cultural practices

X

X

X

Implementation of practices aligned to the Relay Framework for Leading Exceptional Learners

X

Directly managing and coaching teachers or special education leaders on core practices learned in program

X