Agenda Item
a. Mike Rutherford Learning Group for Assistant Principals’ and Principals’ Academy (Not to exceed $145,150) (Updated 09.07.2023)
Summary: Presented by: Mrs. Michelle L. Dillard, Chief of Leadership and Schools, Division of Leadership and Schools
Request: It is requested the Board of Education approve a District Coaching Framework for school leaders including assistant principals and principals from Rutherford Learning Group Services Agreement in an amount not to exceed $145,150.
Why: The District's Assistant Principals' Academy is designed to develop and support assistant principals on an ongoing basis through job-embedded learning. There is a current need in the district to increase and enhance assistant principals' observation, coaching, and feedback skills. The lessons from the Rutherford Learning Group will build a common language and schema for assistant principals and principals centered on observation, coaching, and feedback, which will positively impact teacher instructional practices and student growth and performance.
Details: The Rutherford Learning Group Proposal for Professional Learning Services for DCSD Assistant Principals and Principals’ Academies will provide assistant principals and principals with a comprehensive treatment of instructional leadership, classroom observation skills, and strategies for providing growth-evoking feedback and coaching to teachers. Assistant principals will receive the learning and support materials which include: An Artisan Teacher Field Guide, an Artisan Teacher Memory Jogger Card, and a 7 Tools for Developing Teachers & Teaching Book. More specifically, the Assistant Principals and Principals’ Academies leaders will participate in the following professional experiences:
Assistant Principals’ Academy
Session 1: Introduction: Rationale and evidence base for instructional leadership, strengths-based development of teachers and teaching, and overview of feedback and coaching approaches.
Session 2: Classroom observation and analysis skills
Session 3: Introduction to the 23 Artisan Teacher Themes and applications to observation and feedback
Session 4: Feedback and coaching skill development: 30 Second Feedback
“30-second feedback seeks to deliver a short but meaningful bit of positive reinforcement based on a walk-through or short observation. This tool’s effectiveness is based on the observer’s ability to be specific in describing the short episode of teaching and the subsequent learning effect. 30-second feedback is often delivered in an informal fashion - in the hallway, on the way to the cafeteria, for example. The purpose is to serve as a quick affirmation or a specific aspect of a teacher’s practice. It focuses attention on a specific episode of productive cause-effect, positively reinforcing that practice. It is used to significantly increase the frequency of feedback episodes. Frequent, positive touches of feedback improve teaching techniques and shape a positive school culture.” - 7 Tools for Developing Teachers and Teaching
Session 5: Feedback and coaching skill development: Craft Conversations
“A craft conversation is a quick dialog about a specific, successful aspect of the teacher’s work. It should not seem supervisory, judgmental, corrective, or evaluative. Rather, a craft conversation should look and sound like two enthusiasts talking about something in which they share a keen interest. It is “shop talk.” In a craft conversation, the common ground between the teacher and administrator is their mutual interest in skillful teaching and successful learning. The administrator takes the position of a curious, interested colleague who wants to learn more about an aspect of the teacher’s craft. The purpose is to build teachers’ awareness, consciousness, and intentionality with respect to their most effective practices. Craft conversations, when routinely provided, support teacher reflection, establish positive and professional communication norms between teachers and administrators, and add to administrators’ knowledge base on effective teaching.” - 7 Tools for Developing Teachers and Teaching
Session 6: Feedback and coaching skill development: Next Level Coaching
“Next Level Coaching is a proactive method for improving teaching performance by adding an element to a teacher’s practice or changing/improving an element of a teacher’s practice. Next Level Coaching is direct, straightforward, and positive. It is intended to be used with teachers at all levels of effectiveness. The purpose of Next Level Coaching seeks to directly improve instruction by adding effective practices and/ or substituting effective practices for less effective ones.” - 7 Tools for Developing Teachers and Teaching
Principals’ Academy
Session 1: Introduction: Rationale and evidence base for instructional leadership, strengths-based development of teachers and teaching, and overview of feedback and coaching approaches. Additionally, classroom observation and analysis skills.
Session 2: Introduction to the 23 Artisan Teacher Themes and applications to observation and feedback. Feedback and coaching skill development: 30 Second Feedback.
Session 3: Feedback and coaching skill development: Craft Conversation | Feedback and coaching skill development: Next Level Coaching.
Finally, this plan will result in the effective use of site-based coaching and feedback to ensure that teachers engage in timely and meaningful conversations about teaching and learning that enhances teaching practices that impact student performance.
Financial impact: General Funds: Leadership Development Budget
Charge Code:
Amount Requested: $145,150.00
Contact: Mrs. Michelle Dillard, Chief of Schools, Division of Leadership and Schools, 678.676.0377
Mrs. Kedra Fairweather, Coordinator III, School Leadership, Division of Leadership and Schools, 678.676.1092
Effective: Upon Board Approval
Status: Approved by General Counsel
BIO
After more than 20 years, using workshops, institutes, television, and on-line-
technology, Mike Rutherford is at the forefront of educator development across the United States.
Formerly a high school chemistry teacher, coach, and middle school principal, Mike received his BA in
Education from Indiana State University, his MA in Educational Leadership from Fayetteville State
University, and his Ed.D. from Morehead State University.
Mike Rutherford decided to become a teacher due to the positive modeling of his high school
chemistry teacher, Everett Smith, and his high school football coach, Bobby Poss. Showing cool
experiments to wide-eyed teens and working with high school athletes was something he felt he could
do for the rest of his life—a genuine calling. After teaching chemistry and coaching for a few years, he
decided to learn more about the nuts and bolts of how schools could be more effective. He became
an assistant principal at Westover High School in Fayetteville, NC. He then moved back to Seventy-
First High School, where he began as a teacher, as associate principal and athletic director. Mike
accepted his first principal position at Lewis Chapel Junior High School in Fayetteville, NC and later
became principal at Hillcrest Middle School, also in Cumberland County, NC.
In 1993 Mike left public school administration and became executive director at the noted Mayerson
Academy in Cincinnati, OH, which specializes in a broad range of educator development programs.
This afforded him the opportunity to learn from some of the country’s education experts in a facility
designed from the ground up to be at the leading edge of learning and teaching theory. While at the
Mayerson Academy, Mike co-designed, with colleague Dr. Larry Rowedder, the “Requisites of A
Leader” program to teach school principals essential leadership skills required of their position. ROL
began as a seminar workshop, but grew into a bi-monthly 90 minute interactive television program
with scores of subscribing institutions around the world. For teachers, he developed “Creating The
Learning Centered School.” LCS presents 18 essential capacities that teachers must know so their
work will mesh with the psychological and physical realities of how humans learn.
In 1998, Mike returned to North Carolina and founded Rutherford Learning Group, Inc., a research
and professional learning consultancy focused on skillful teaching and effective school leadership.
RLG has had the privilege of serving over 230 client school districts and education agencies since its
launch in 1998. It’s award winning programs include The Artisan Teacher, Developing the Artisan
Teacher, The Artisan Teacher Academy, The Emerging Leadership Academy, The Executive
Leadership Academy, Skillful Observation and Coaching Laboratory, Seven Tools for Developing
Teachers and Teaching, and the youth leadership initiative LeaderNext.
These programs and more now unite under the umbrella of Rutherford Learning Group. RLG’s
methodologies include live workshops, seminars, institutes, conference presentations, books, key
leader coaching, key teacher coaching, correlated DVD series, a content-rich internet site, and other
innovative products and services. A select group of educators with specific skill sets augments RLG’s
efforts to enhance and grow the teaching and learning capacity of schools.
Mike currently resides in Charlotte, NC with his wife, Danette. They have four grown children, Michael
Rutherford, Jr., Allison Ferguson, Emily Johnson, and Bennett Rutherford.