Recorded: April 25, 2013 (57 minutes)Districts nationwide are focusing on principal leadership as essential to realizing effective teaching for all students. In the process, they are creating new central office positions often called “principal supervisors” to support the work. But is principal supervision the right focus for helping all principals grow as instructional leaders? In this webinar, Dr. Meredith Honig shares her research findings about the importance of central offices not mainly supervising but partnering with principals in ways that maximize principals’ learning. With CEL’s Max Silverman, she illustrates the findings with examples from districts in which they help forge such learning-focused partnerships.
UW associate professor, Dr. Meredith I. Honig, and CEL associate director, Max Silverman, will guide presentation participants toward:
About the Presenters:
Dr. Meredith I. Honig is associate professor of educational leadership and policy studies in the College of Education at the University of Washington where she also directs the District Leadership Design Lab and the Leadership for Learning (Ed.D.) program. Her research, teaching and district partnerships focus on policy, leadership and organizational change in school district central offices. She is particularly interested in how central offices innovate and collaborate to improve opportunities for all youth to learn. Meredith’s work on central office transformation has been featured by various organizations in their publications and meetings including the American Educational Research Association, the American Association of School Administrators, and the U.S. Department of Education.
Max Silverman, as a CEL associate director, provides leadership for CEL's district partnership work. He joined the Center in 2009, after leading high school reform efforts in the Highline Public Schools for the previous nine years. As a principal and central office leader, he successfully led the transformation to a portfolio of high schools focused on sustainable instructional improvement and personalization. His central office experience was focused on instructional leadership for ten high schools, particularly in the areas of literacy and math.
